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title: Comprehensive School Reform in Culturally and Linguistically Diverse Contexts: Implementation and Outcomes from a Four-Year Study
created: 2022-07-15T15:50:59+00:00
modified: 2023-02-01T20:40:41+00:00
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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: Datnow, Amanda
author: Borman, Geoffrey D.
author: Stringfield, Sam
author: Overman, Laura T.
author: Castellano, Marisa
date: 2003
in publication: Educational Evaluation and Policy Analysis
volume: 25
issue: 2
pages: 143-170
resource type: Research/Scholarly Media
status: Published Text
genre: Empirical
keywords: multicultural education
keywords: comprehensive school reform
keywords: student achievement
keywords: language minority students
language: en
open access: No
peer: Yes
issn: 0162-3737
doi: https://doi.org/10.3102/01623737025002143
url: https://doi.org/10.3102/01623737025002143
url: https://www.researchgate.net/publication/249795689_Comprehensive_School_Reform_in_Culturally_and_Linguistically_Diverse_Contexts_Implementation_and_Outcomes_from_a_Four-Year_Study
apa: 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
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year: 2003
date added: 7/9/2022 2:14
date modified: 7/9/2022 2:14
date accessed: 7/9/2022 2:14
abbr: Educational Evaluation and Policy Analysis
short title: Comprehensive School Reform in Culturally and Linguistically Diverse Contexts
catalog: SAGE Journals
extra: Publisher: American Educational Research Association

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https://doi.org/10.3102/01623737025002143
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249795689 Comprehensive School Reform in Culturally and Linguistically Diverse Contexts Implementation and Outcomes from a Four-Year Study
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