CRESPAR Report #16: Success for All: Exploring the Technical, Normative, Political, and Socio-Cultural Dimensions of Scaling Up

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This report explores the technical, normative, political, and socio-cultural dimensions of the scaling up process of Success for All, one of the nation’s most successful and extensively researched whole-school change models. This research suggests that fundamental change in schools occurs and is sustained when the technical, normative, political, and sociocultural dimensions of schooling are given thoughtful and serious consideration throughout the implementation process. Schools implementing SFA which report success in improving educational outcomes for their students explicitly demonstrate a willingness and ability to confront the challenges that are inherent in the change process. Exploring school change from multiple conceptual lenses deepens our understanding of the structures, strategies, practices, and relationships associated with fundamental change in schools.
The Center for Research on the Education of Students Placed at Risk (CRESPAR) was established in 1994 and continued until 2004. It was a collaboration between Johns Hopkins University and Howard University. CRESPAR’s mission was to conduct research, development, evaluation, and dissemination of replicable strategies designed to transform schooling for students who were placed at risk due to inadequate institutional responses to such factors as poverty, ethnic minority status, and non-English-speaking home background.
CRESPAR, Center for Research on the Education of Students Placed at Risk, Success for All, Scaling Up