Schools in Transition: Reform Efforts and School Capacity in Washington State

Item

Title

Schools in Transition: Reform Efforts and School Capacity in Washington State

Abstract/Description

This article features case studies of two elementary schools, identified as exemplary by Washington educators, as they worked to enact Washington’s Essential Academic Learning Requirements and help students achieve proficiency on the Washington Assessment of Student Learning. We describe school- and classroom-level practices and analyze the schools’ progress toward successful enactment of Washington’s reform vision by considering six dimensions of school capacity: principal leadership; professional community; program coherence; technical resources; knowledge, skills, and dispositions of individual teachers; and learning opportunities for teachers. Supporting the claim that large-scale reform takes time, we argue that for a young reform effort “exemplary” is best understood in terms of capacity rather than outcome.

Author/creator

Borko, Hilda

Wolf, Shelby A.

Simone, Genet

Uchiyama, Kay Pippin

Date

2003

In publication

Educational Evaluation and Policy Analysis

Volume

25

Issue

2

Pages

171-201

Resource type

en Research/Scholarly Media

Resource status/form

en Published Text

Scholarship genre

en Empirical

Language

en

Open access/full-text available

en No

Peer reviewed

en Yes

ISSN

0162-3737

DOI

10.3102/01623737025002171

URL

Official Publisher's Webpage (SAGE Journals)

Citation

Borko, H., Wolf, S. A., Simone, G., & Uchiyama, K. P. (2003). Schools in Transition: Reform Efforts and School Capacity in Washington State. Educational Evaluation and Policy Analysis, 25(2), 171–201. https://doi.org/10.3102/01623737025002171

Cited in

Critical Social Network Analysis as a Method for Examining How Power Mediates Improvement Efforts

Item sets

Handbook Chapter 17 Citations

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