Borman_Hewes_Overman_etal_2003
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Borman_Hewes_Overman_etal_2003
Review of Educational Researcnhttp://rer.aera.netComprehensive School Reform and Achievement: A Meta-Analysis Geoffrey D. Borman, Gina M. Hewes, Laura Borman_Hewes_Overman_etal_2003a T. Overman and Shelly Brown REVIEW OF EDUCATIONAL RESEARCH 2003; 73; 125 DOI: 10.3102/00346543073002125The online version of this article can be found at: http://rer.sagepub.com/cgi/contenưabstract/73/2/125Published on behalf ofAmerican Educational Research Association http://www.aera.netBy ®SAGE Borman_Hewes_Overman_etal_2003http://www.sagepublications.comAdditional services and information for Review of Educational Research can be found at:Email Alerts: http //rer.aera neBorman_Hewes_Overman_etal_2003
t/cgi/alertsSubscriptions: http://rer.aera.neưsubscriptionsReprints: http://Www.aera.net/reprmtsPermissions: http://www.aera.net/permisslonsDownloadedReview of Educational Researcnhttp://rer.aera.netComprehensive School Reform and Achievement: A Meta-Analysis Geoffrey D. Borman, Gina M. Hewes, Laura Borman_Hewes_Overman_etal_2003chool Reform and Achievement: A Meta-AnalysisGeoffrey T). Borman University of Wisconsin. Madison Gina M. TTewes and Laura T. Overman Johns Hopkins University Shelly BrownUniversity of North Carolina. GreensboroThis mcta-analysis reviews research on the achievement effects of comprehensive school re Borman_Hewes_Overman_etal_2003form (CSR) ami summarizes the specific effects of 29 widely implemented models. There are limitations on the overall quantity and quality of the reseaBorman_Hewes_Overman_etal_2003
rch base, but the overall effects of CSR appear promising. The combined quantity, quality, and statistical significance of evidence from three models,Review of Educational Researcnhttp://rer.aera.netComprehensive School Reform and Achievement: A Meta-Analysis Geoffrey D. Borman, Gina M. Hewes, Laura Borman_Hewes_Overman_etal_2003post designs or control groups are important factors for understanding differences in CSR effects. Schools that implemented CSR models for 5 years or more showed particularly strong effects, and the benefits were consistent across schools of varying poverty levels. .4 long-term commitment to researc Borman_Hewes_Overman_etal_2003h-proven educational reform is needed to establish a strong marketplace of scientifically based CSR models.Keywords: achievement, educational policy,Borman_Hewes_Overman_etal_2003
mcla-iuialysis. school reform.The latter half of the 20th century' was marked by recurring efforts at school reform and improvement in the United StatReview of Educational Researcnhttp://rer.aera.netComprehensive School Reform and Achievement: A Meta-Analysis Geoffrey D. Borman, Gina M. Hewes, Laura Borman_Hewes_Overman_etal_2003national progress. As each new reform is widely disseminated and implemented, the research follows closely behind, sometimes weighing in on an issue only after schools have moved on to the next apparent innovation. Recent national reform and policy movements, however, may hall this frustrating cycle Borman_Hewes_Overman_etal_2003. Indeed, for the lirst lime Congress and other educational policymakers arc making some funding sources available only to schools that implement educBorman_Hewes_Overman_etal_2003
ational reforms w ith high-quality evidence of effectiveness. Most notably, the Comprehensive School Reform Program (CSRPl—formerly known as the ComprReview of Educational Researcnhttp://rer.aera.netComprehensive School Reform and Achievement: A Meta-Analysis Geoffrey D. Borman, Gina M. Hewes, Laura Borman_Hewes_Overman_etal_2003 externally developed comprehensive school reform (CSR) models, the simultaneous grow th in the CSR research base, and the significant public and private financial backing that125Downloaded from http://reraera.net at UNIV OF OREGON on November 12, 2008Borman et al.this reform movement has received, Borman_Hewes_Overman_etal_2003the potential for generating a national wave of research-based educational innovation has never been greater.In addition to their focus on research-baBorman_Hewes_Overman_etal_2003
sed solutions for school improvement, current CSR initiatives help to reconcile the two most important recent educational reform movements in the UnitReview of Educational Researcnhttp://rer.aera.netComprehensive School Reform and Achievement: A Meta-Analysis Geoffrey D. Borman, Gina M. Hewes, Laura Borman_Hewes_Overman_etal_2003 efforts at decentralization and school-based management (Rowan. 1990). The general spirit of today’s reform efforts continues to articulate top-dow n standards, w hich dictate many of the changes in the content of schooling. but fundamentally leaves the process of school change up to the discretion Borman_Hewes_Overman_etal_2003 of local educators. The problem is that the complex educational changes demanded by current standards-based reform initiatives, combined w ith an incBorman_Hewes_Overman_etal_2003
reasingly heterogeneous student population largely composed of students whom schools traditionally have failed, have pushed the technology of schoolinReview of Educational Researcnhttp://rer.aera.netComprehensive School Reform and Achievement: A Meta-Analysis Geoffrey D. Borman, Gina M. Hewes, Laura Borman_Hewes_Overman_etal_2003oth unrealistic and unfair. Externally developed CSR models provide a type of top-down direction for designing and supporting the process of school reform. In this case, however, the top-down direction is not in the form of distant legislative mandates but offers, in theory, tangible and accessible Borman_Hewes_Overman_etal_2003support for school change rooted in research and literally packaged and delivered to each school.In this exhaustive meta-analysis, we review all knownBorman_Hewes_Overman_etal_2003
research on the achievement effects of the most widely implemented, externally developed school improvement programs know n as “w hole-school” or "coReview of Educational Researcnhttp://rer.aera.netComprehensive School Reform and Achievement: A Meta-Analysis Geoffrey D. Borman, Gina M. Hewes, Laura Borman_Hewes_Overman_etal_2003 the 29 most widely implemented CSR models.1 In quantifying the overall and specific effects of CSR models, we also assess how the methodological and contextual factors associated with the studies of CSR differ. In addition, we identify common components across reforms, such as whether a model speci Borman_Hewes_Overman_etal_2003fies and includes a particular curriculum, or whether it specifies and provides a plan for the continuing professional development of teachers. UsingBorman_Hewes_Overman_etal_2003
these methodological, contextual, and programmatic factors as predictors of effect size, we assess how they may influence the estimates of the models’Review of Educational Researcnhttp://rer.aera.netComprehensive School Reform and Achievement: A Meta-Analysis Geoffrey D. Borman, Gina M. Hewes, Laura Borman_Hewes_Overman_etal_2003 components;•The effects of each of the 29 CSR models; and•The extent to which differences in the methodological and contextual features of the studies mediate the estimates of effects.What Is CSR?The "scale up" of CSR designs is happening at an unprecedented rate, as evidenced by the growing number Borman_Hewes_Overman_etal_2003 of externally developed school reform designs (e.g.. Accelerated Schools. Core Know ledge. High Schools That Work. Success for All) that are being imBorman_Hewes_Overman_etal_2003
plemented in thousands of schools, serving millions of students throughout the United States. CSR focuses on reorganizing and revitalizing entire schoReview of Educational Researcnhttp://rer.aera.netComprehensive School Reform and Achievement: A Meta-Analysis Geoffrey D. Borman, Gina M. Hewes, Laura Borman_Hewes_Overman_etal_2003nsive School Reform and Achievement tially uncoordinated, school improvement initiatives. In general, the funding sources supporting the implementation of CSR have been targeted at the schools most in need of reform and improvement: high-poverty schools with low student test scores. According to rec Borman_Hewes_Overman_etal_2003ent data from the Southwest Educational Development Laboratory, schools receiving money to implement CSR models through the CSRP have an average poverBorman_Hewes_Overman_etal_2003
ty rate of 70%. Furthermore, nearly 40% of schools receiving CSRP funds were identified for school improvement under Title I regulations and more thanReview of Educational Researcnhttp://rer.aera.netComprehensive School Reform and Achievement: A Meta-Analysis Geoffrey D. Borman, Gina M. Hewes, LauraReview of Educational Researcnhttp://rer.aera.netComprehensive School Reform and Achievement: A Meta-Analysis Geoffrey D. Borman, Gina M. Hewes, LauraGọi ngay
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