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.
Author/creator
Date
In publication
Volume
23
Issue
4
Pages
297-321
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Empirical
Theoretical
Open access/full-text available
Yes
Peer reviewed
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
Comments
No comment yet! Be the first to add one!