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


reviewed by William Ruff - 2003

coverTitle: 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: 11/28/2020 5:29:37 PM

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