Abstract
This article is a condensed report of a 3-year empirical study exploring best policies and practices of urban educational reform, focusing on 22 major urban school districts that were involved in the Urban Systemic Initiative (USI) program, sponsored by the National Science Foundation. USI has been a catalyst for large-scale educational reform in mathematics and science. The model was based on 6 educational reform drivers: 4 process drivers (standards-based curriculum, instruction, and assessment; policy; resources; and broad-based support) and 2 student outcome drivers (student achievement and improvement of the historically underserved). Annual data from 21 USI sites were collected for up to 6 years (school years 1993–1994 to 1999–2000). Causal inferential models were explored among the process drivers (independent variables) and outcome drivers (dependent variables), linking policy implementation rubrics to quantitative student outcome data.
Published Version
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