A Systematic Review of Whole School Improvement Models

Abstract

This article presents a review of widely implemented, externally developed whole school improvement models. The models serve elementary, middle, and high schools and schools operated by education service providers. A systematic review of the research was conducted using rigorous evidence standards. Across models, the whole school improvement approach demonstrates promising results, with the majority of the evidence pertaining to elementary school models. However, there is relatively little research evidence that the majority of the models reviewed positively impact student academic achievement. For the majority of the models, most of the core components (i.e., practices or strategies) are linked to empirical evidence. An examination of the models' designs and materials revealed that model providers offer a range of services and supports for successful implementation. The use of research evidence in conjunction with other considerations is discussed.