Instructional Program Coherence: What It Is and Why It Should Guide School Improvement Policy
Item
- Title
- Instructional Program Coherence: What It Is and Why It Should Guide School Improvement Policy
- Abstract/Description
- We present the concept of instructional program coherence and explain why school improvement frameworks that incorporate instructional program coherence are more likely to advance student achievement than multiple, unrelated efforts. We present evidence that Chicago elementary schools with stronger instructional program coherence make higher gains in student achievement. We also share observations on how, in specific schools, principals and external partners directed key school resources toward the development of instructional program coherence. In closing, we discuss factors within the educational system that discourage instructional program coherence and suggest ways that school leaders, school improvement partners, and policymakers can support greater instructional program coherence.
- Date
- In publication
- Educational Evaluation and Policy Analysis
- Volume
- 23
- Issue
- 4
- Pages
- 297-321
- Resource type
- en Research/Scholarly Media
- Resource status/form
- en Published Text
- Language
- en
- Open access/full-text available
- en Yes
- Peer reviewed
- en Yes
- ISSN
- 0162-3737
- Citation
- Newmann, F. M., Smith, B., Allensworth, E., & Bryk, A. S. (2001). Instructional Program Coherence: What It Is and Why It Should Guide School Improvement Policy. Educational Evaluation and Policy Analysis, 23(4), 297–321. https://doi.org/10.3102/01623737023004297
- Cited in
- The Policy Context of United States Educational Innovation and Improvement
- Coherent Instructional Systems at the School and School System Levels in the United States
- Abbreviation
- Educational Evaluation and Policy Analysis
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