Challenges of Conflicting School Reforms: Effects of New American Schools in a High-Poverty District

Ruff,William

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Challenges of Conflicting School Reforms: Effects of New American Schools in a High-Poverty District

reviewed by William Ruff - 2003

Title: Challenges of Conflicting School Reforms: Effects of New American Schools in a High-Poverty District
Author(s): Mark Berends, Joan Chun, Gina Schuyler, Sue Stockly and R.J. Briggs
Publisher: Rand, Santa Monica, CA
ISBN: 0833031163, Pages: , Year: 2002
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Challenges of Conflicting School Reforms: Effects of New American Schools in a High Poverty District by Berends, Chun, Schuyler, Stockly and Briggs is a must read for state-level policy implementation officials and school district executives wrestling with the implementation of the No Child Left Behind Act of 2001 (NCLB, Public Law 107-110) policy.� For the next decade educators will strive for adequate yearly progress in student achievement (Linn, Baker & Betebenner, 2002).� This book directly speaks to such NCLB policy implications and to the nature of school reform in general.� It describes a two-year, mixed method study examining, first, the differences between classrooms of schools adopting New American Schools (NAS) designs and the classrooms of non-NAS campuses and, second, the relationships between classroom conditions and student achievement within a high-poverty, urban Texas school district.� It conveys the story of a school district that obscured its own long-term goals of comprehensive school reform by focusing on immediate test score gains. � The difficulties [with respect to a schism in design implementation]... (preview truncated at 150 words.)

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Cite This Article as: Teachers College Record Volume 105 Number 4, 2003, p. 571-573
https://www.tcrecord.org ID Number: 11038, Date Accessed: 3/5/2021 1:59:55 AM

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About the Author
William Ruff Arizona State University West E-mail Author WILLIAM RUFF is an assistant professor of Educational Administration and Supervision at Arizona State University West. He recently earned his doctorate from The University of Texas at San Antonio and has several years experience teaching in an inner city San Antonio public school. His research interests focus on school reform and issues of leadership in learning communities.

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