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
Date
In publication
Volume
41
Issue
1
Pages
121-153
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Empirical
Open access/full-text available
No
Peer reviewed
Yes
ISSN
0013-161X
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
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