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CRESPAR Report #48: Four Models of School Improvement: Successes and Challenges in Reforming Low-Performing, High-Poverty Title I Schools
In this comprehensive report, the authors examine four distinct processes for reforming nine low-performing Title I schools in challenging high-poverty contexts.
CRESPAR Report #49: National Evaluation of Core Knowledge Sequence Implementation: Final Report
This is the final report of a three-year evaluation of Core Knowledge Sequence implementation in 12 schools nationwide. The Core Knowledge Sequence, a whole-school curricular reform model, provides a planned progression ...
CRESPAR Report #59: Comprehensive School Reform and Student Achievement: A Meta-Analysis
In this meta-analysis, we review the research on the achievement effects of the nationally disseminated and externally developed school improvement programs known as “whole-school” or “comprehensive” reforms. In addition ...
CRESPAR Report #52: Academic Success Among Poor and Minority Students: An Analysis of Competing Models of School Effects
Based on national data from the Prospects study, we identified the individual characteristics that distinguished academically successful, or resilient, elementary school students from minority and low-socioeconomic-status ...
CRESPAR Report #53: The Long-Term Effects and Cost-Effectiveness of Success for All
A few renowned early interventions have compelling evidence of enduring achievement effects for at-risk children: Perry Preschool; the Abecedarian Project; and the Tennessee class-size experiment.