School Reform and Improvement

What Does the Legislation Say?

Comprehensive School Reform Demonstration Program

Guidance from the U.S. Department of Education suggests that schools can respond to this legislation in several ways: They can adopt one of the models that the SEA believes meet the criteria of comprehensive school reform and that provide the four kinds of research evidence. They can search for other models and make the case that the one they have chosen to adopt meets the criteria and provides the required evidence. They can develop their own model and make the case that it meets the criteria and that there is evidence for each of its components.

Authorized in the Fall of 1997, the Comprehensive School Reform Demonstration Program (CSRD) provides funds for states to use in competitive grants to local school districts that submit applications specifying which schools in the district are participating and which reform programs they will implement. States and localities must demonstrate their ability to select only high quality, well-defined, and well-documented comprehensive school reform programs, provide technical assistance and support, and evaluate its effects (U.S. Department of Education, 1998). Congress has authorized competitive grants to provide up to $50,000 per year per school for the use of comprehensive reform models. Beginning in July 1998, Title I schools are eligible for $120 million of the funds provided; non-Title I schools may compete for $25 million. For information on how much funding each state has received, see the U.S. Department of Education's State by State Funding Allocation Table. The purposes of CSRD are to help schools provide the quality of program and services that will enable their students to achieve challenging state standards. The Program targets schools that serve high poverty communities and that have been identified for school improvement. To improve these schools the Program advocates that those schools implement comprehensive reform models that are based on reliable research and effective practice. The nine components that define "comprehensive school reform" are similar to the eight components that define a schoolwide project, with two critical substantive differences: CSRD defines what is meant by "research-based" and "effective practice." This definition gives the four kinds of evidence that schools need to provide to demonstrate that the changes that they propose to make are truly research-based and reflect effective practice: The theoretical/research foundation for the model or component; Evaluation-based evidence that the model or component, if implemented, improves student achievement; Evidence of what it takes to implement the model or component; Evidence that the model or component has been replicated in a variety of schools. The legislation names 17 models that the Congress believes can furnish such evidence. A catalog of these school reform models, developed by the Northwest Regional Educational Laboratory with assistance from the Education Commission of the States, is available on line.

To assist educators in making informed choices concerning school reform models, the North Central Educational Laboratory has developed a web page devoted to Comprehensive School Reform Program Tools. This page includes the following resources: Catalogue of School Reform Models A catalogue of entire-school reform models and skill and content based reform models prepared by the Northwest Regional Education Laboratory with the assistance from the Education Commission of the States. CSRD design model videotapes A collection of tapes recorded at CSRD design model workshops for schools and districts contemplating comprehensive school reform. They include both series of in-depth individual design model tapes and two overview interview tapes that give short summaries of the models named in the CSRD legislation. Comprehensive School Reform: Making Good Choices for Your School This document presents a three-step strategy for deciding whether comprehensive school reform is a good choice for your school and, if so, whether one of the existing programs is right for your school. This document was produced by North Central Regional Educational Laboratory. An Initial School Self-Evaluation Instrument This instrument is designed for use at the school building-level by school improvement teams or those individuals most engaged in school improvement. This assessment tool will help schools determine their readiness for comprehensive school reform. This document was produced by North Central Regional Educational Laboratory. Continuum of Evidence of Effectiveness This document is part of the U.S. Department of Education's guidance to states on the Comprehensive School Reform Demonstration Program. It helps in assessing the effectiveness of reform models. Examining Professional Development Within Comprehensive School Design Models This document helps in the design and assessment of exemplary professional development. It was produced by the U.S. Department of Education. New American Schools Capacity Statement For Design Teams A chart provided by the New American Schools Design Teams that reflects designs implemented in schools as of fall 1997.