Comprehensive School Reform in Culturally and Linguistically Diverse Contexts: Implementation and Outcomes from a Four-Year Study

Item

Title

Comprehensive School Reform in Culturally and Linguistically Diverse Contexts: Implementation and Outcomes from a Four-Year Study

Abstract/Description

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.

Author/creator

Datnow, Amanda

Borman, Geoffrey D.

Stringfield, Sam

Overman, Laura T.

Castellano, Marisa

Date

2003

In publication

Educational Evaluation and Policy Analysis

Volume

25

Issue

2

Pages

143-170

Resource type

en Research/Scholarly Media

Resource status/form

en Published Text

Scholarship genre

en Empirical

Keywords

multicultural education

comprehensive school reform

student achievement

language minority students

Language

en

Open access/full-text available

en No

Peer reviewed

en Yes

ISSN

0162-3737

DOI

10.3102/01623737025002143

URL

Official Publisher's Webpage (SAGE)

Article on Author's Profile (ResearchGate)

Citation

Datnow, A., Borman, G. D., Stringfield, S., Overman, L. T., & Castellano, M. (2003). Comprehensive School Reform in Culturally and Linguistically Diverse Contexts: Implementation and Outcomes from a Four-Year Study. Educational Evaluation and Policy Analysis, 25(2), 143–170. https://doi.org/10.3102/01623737025002143

Cited in

Critical Perspectives on the Contexts of Improvement Research in Education

Critical Perspectives on Educational Innovation and Improvement Science

Abbreviation

Educational Evaluation and Policy Analysis

Item sets

Handbook Chapter 11 Citations

OB Citations - Critical Perspectives on Educational Innovation and Improvement Science

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