 Challenges of Conflicting School Reforms: Effects of New American Schools in a High-Poverty Districtreviewed by William Ruff - 2003  Title: Challenges of Conflicting School Reforms: Effects of New American Schools in a High-Poverty DistrictAuthor(s): Mark Berends, Joan Chun, Gina Schuyler, Sue Stockly and R.J. Briggs Publisher: Rand, Santa Monica, CA ISBN: 0833031163, Pages: , Year: 2002 Search for book at Amazon.com 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.) To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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