Comprehensive school reform (CSR) is only as effective as its implementation. By using data collected for the National Longitudinal Evaluation of Comprehensive School Reform, this study explores how CSR model implementation varies as well as what factors predict CSR model implementation.
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Most education studies use a simple and convenient measure of poverty: the percentage of children eligible for free/reduced-price lunch. Although this measure provides the proportion of children coming from disadvantaged backgrounds, it does not capture all dimensions of poverty, such as neighborhood effects.
To help states and districts make informed decisions about the professional development (PD) they implement to improve reading instruction, the U.S. Department of Education commissioned the Early Reading PD Interventions Study to examine the impact of two research-based PD interventions for reading instruction. This report describes the implementation of the PD interventions tested, and examines their impacts at the end of the year the PD was delivered.