TY - JOUR
T1 - Comprehensive School Reform in Culturally and Linguistically Diverse Contexts
T2 - Implementation and Outcomes from a Four-Year Study
AU - Datnow, Amanda
AU - Borman, Geoffrey D.
AU - Stringfield, Sam
AU - Overman, Laura T.
AU - Castellano, Marisa
PY - 2003
Y1 - 2003
N2 - This article presents findings from a 4-year study of 13 culturally and linguistically diverse elementary schools implementing comprehensive school reform (CSR) models. The study focused on: (a) the actions at the state and district levels that facilitated or inhibited reform implementation; (b) the adaptability of the various reforms in multicultural, multilingual contexts; and (c) the student achievement outcomes associated with reform, for schools as a whole and for language minority students in particular. Some schools implemented reforms and bilingual education programs in mutually supportive ways; others had difficulty adapting reforms to suit the needs of Limited English Proficient (LEP) students. Reforms generally helped educators meet goals for multicultural education, but in some cases, educators' beliefs about student ability, race, and language served as constraints to reform. Students from CSR schools had achievement outcomes that were generally equivalent to those for students from matched comparison schools. Under some circumstances, though, LEP students and their English-speaking peers from CSR schools outperformed their comparison school counterparts.
AB - This article presents findings from a 4-year study of 13 culturally and linguistically diverse elementary schools implementing comprehensive school reform (CSR) models. The study focused on: (a) the actions at the state and district levels that facilitated or inhibited reform implementation; (b) the adaptability of the various reforms in multicultural, multilingual contexts; and (c) the student achievement outcomes associated with reform, for schools as a whole and for language minority students in particular. Some schools implemented reforms and bilingual education programs in mutually supportive ways; others had difficulty adapting reforms to suit the needs of Limited English Proficient (LEP) students. Reforms generally helped educators meet goals for multicultural education, but in some cases, educators' beliefs about student ability, race, and language served as constraints to reform. Students from CSR schools had achievement outcomes that were generally equivalent to those for students from matched comparison schools. Under some circumstances, though, LEP students and their English-speaking peers from CSR schools outperformed their comparison school counterparts.
KW - Comprehensive school reform
KW - Language minority students
KW - Multicultural education
KW - Student achievement
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U2 - 10.3102/01623737025002143
DO - 10.3102/01623737025002143
M3 - Article
AN - SCOPUS:0142250424
SN - 0162-3737
VL - 25
SP - 143
EP - 170
JO - Educational Evaluation and Policy Analysis
JF - Educational Evaluation and Policy Analysis
IS - 2
ER -