The Sustainability of Comprehensive School Reform Models in Changing District and State Contexts

Item

Title

The Sustainability of Comprehensive School Reform Models in Changing District and State Contexts

Abstract/Description

This article addresses the sustainability of comprehensive school reform(CSR) models in the face of turbulent district and state contexts. It draws on qualitative data gathered in a longitudinal case study of six CSR models implemented in 13 schools in one urban district. Why do reforms sustain in some schools and not in others? How do changing state and district contexts influence reform sustainability in schools? After 3 years, reform efforts ceased in 6 of the 13 schools studied; two other schools were still implementing reforms but at very low levels. Only 5 of the 13 schools continued to implement their CSR models with moderate to high levels of intensity. Findings show that changing district and state contexts affected the sustainability of CSR models in schools differently depending on each school's strategy for dealing with the changes, as well as their local conditions, experiences with reform, and capacity.

Author/creator

Datnow, Amanda

Date

2005

In publication

Educational Administration Quarterly

Volume

41

Issue

1

Pages

121-153

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

0013-161X

DOI

10.1177/0013161X04269578

URL

Official Publisher's Webpage (SAGE Journals)

Citation

Datnow, A. (2005). The Sustainability of Comprehensive School Reform Models in Changing District and State Contexts. Educational Administration Quarterly, 41(1), 121–153. https://doi.org/10.1177/0013161X04269578

Cited in

Scale and Sustainability of Education Innovation and Improvement

Item sets

OB Citations - Scale and Sustainability of Education Innovation and Improvement

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