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• W120180339 abstract "Since the 1960’s, American schools have been under especial scrutiny for their capacity to educate youth effectively. Although school reform and improvement have always been national concerns (the Progressive era at the turn of the last century, for example), the launching of Sputnik in 1957, at a time when the Cold War shaped American fears, spurred alarm about the state of schooling in the country. If the Russians, who appeared to live under less prosperous conditions, were capable of such a scientific feat, citizens wondered, why had Americans not launched the first orbital satellite? One of the most frequently cited answers was that United States schools were not educating students sufficiently, particularly in subject areas of increasing prominence, such as math and science. The launch of Sputnik proved pivotal in our ongoing and contemporary concern with school improvement. A number of school improvement trends have arisen since the 1960s in attempts to improve American education, each offering particular antidotes to educational troubles. Decentralization efforts in the 1960s and 1970s were approaches that sought to encourage local control of curriculum and finance, and to increase community participation in matters of education. Ultimately, however, many of these efforts became ineffective in terms of school improvement as involvement of community members was often token, or dominated only by the most influential community leaders (deMarrais & LeCompte, 1999). In the 1990s, site-based management and shared decision-making were successors to the earlier decentralization efforts. These school improvement approaches sought again to render schools more responsive to community concerns. Nonetheless, participants with relatively little power continued to face obstacles to their full involvement, and research revealed little impact of site-based management or shared decision making on academic indicators (deMarrais & LeCompte, 1999; Riordan, 1997). Another wave of school improvement efforts, in response to the 1983 National Commission on Excellence in Education’s report A nation at risk: The imperative for educational reform, focused on raising standards for students and teachers. This approach entailed establishing performance requirements for students and linking teacher accountability to student achievement on standardized tests. The standards movement continues to play a significant role in contemporary debate about how to improve education (Riordan, 1997). The Effective Schools movement was an attempt to discover what might make some schools better equipped than others to produce high performing students. According to this research (Levine & Lezotte, 1995), effective schools evidence specific characteristics, such as a clear mission, high academic expectations for all students, a safe school environment, and strong instructional leadership from administrators. However, this area of research failed to provide insight into how schools developed such characteristics. School improvement is increasingly viewed as an ongoing and comprehensive process. Recent legislation has encouraged the adoption of such a view, with the 1998 appropriation of $150 million by Congress to states for allocation to schools undertaking research-based schoolwide reform programs through the Comprehensive School Reform Demonstration Program (CSRD). Earlier, in 1994, Congress altered regulations to allow schools receiving Title I funds, with free and reduced lunch 50% and above, to use such funds for whole school improvement (American Institutes for Research, 1999)." @default.
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• W120180339 date "2002-08-01" @default.
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• W120180339 title "Pilot Test of AEL's School Capacity Assessment." @default.
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