Challenges and Potential of a Collaborative Approach to Education Reform

Challenges and Potential of a Collaborative Approach to Education Reform

Susan J. Bodilly
Joan Chun
Gina Ikemoto
Sue Stockly
Copyright Date: 2004
Edition: 1
Published by: RAND Corporation
Pages: 186
https://www.jstor.org/stable/10.7249/mg216ff
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  • Book Info
    Challenges and Potential of a Collaborative Approach to Education Reform
    Book Description:

    The Ford Foundation developed the Collaborating for Education Reform Initiative, providing grants to collaboratives in urban settings to improve the quality of teaching. Eight sites signed on, and the RAND Corporation assessed their progress. The authors found that, while none had met final goals, the collaboratives had varying degrees of success and some offered promise. By adopting such techniques as clear communication of expectations and involvement of school staff, collaboratives stand a better chance of success.

    eISBN: 978-0-8330-4060-2
    Subjects: Education, Sociology

Table of Contents

  1. Front Matter
    (pp. i-ii)
  2. Preface
    (pp. iii-iv)
  3. The RAND Corporation Quality Assurance Process
    (pp. v-vi)
  4. Table of Contents
    (pp. vii-x)
  5. Figures
    (pp. xi-xii)
  6. Tables
    (pp. xiii-xiv)
  7. Summary
    (pp. xv-xxii)
  8. Acknowledgments
    (pp. xxiii-xxiv)
  9. Abbreviations
    (pp. xxv-xxvi)
  10. CHAPTER ONE Introduction
    (pp. 1-12)

    In the 1980s and 1990s, several realities concerning K–12 education became increasingly clear. First, failures in the performance of the public system were not pervasive but were particularly centered in our urban and rural areas populated by low-income and less-educated families. Second, the federal and state governments began what has become known as the standards and accountability movement in an attempt to ensure that all students met high standards of performance. Third, improving student performance required improving the quality of teachers and teaching in our lowest-performing schools. This implied building capacity—not just holding educators accountable. Fourth, while many...

  11. CHAPTER TWO Literature Review, Indicators, and Methodology
    (pp. 13-34)

    In this chapter we review the literature to develop a set of indicators useful for judging progress among the sites. We then describe our methodology for measuring the indicators in each of the eight sites.

    Two literatures seemed relevant to the Ford Foundation’s policy hypothesis: the literature on collaboratives interested in improving social or education services and the literature on implementation of education reforms. We reviewed these with three main goals: to help define terms, to help develop useful expectations for progress, and to help define specific indicators of more-general concepts when possible

    The literature on interorganizational collaboration to support...

  12. CHAPTER THREE History of CERI Reform
    (pp. 35-56)

    This chapter provides a synopsis of the overall CERI effort to orient the reader to the chronology of the unfolding initiative and the players involved. It also focuses on the evolving relationship between the key players, the foundation and the sites, and the increasing specificity of the initiative overtime. This chapter is crucial to understanding in broad terms the development of the entire effort. (The following chapter concentrates more on evolution of individual sites in lieu of this larger context.) This chapter first covers the request for proposals. Then it compares the sites and their characteristics early in the initiative....

  13. CHAPTER FOUR Progress of Sites
    (pp. 57-100)

    In the last chapter, we discussed the relationships between the foundation and the sites and overall progress made toward achieving a clearer understanding of goals and providing support to sites in achieving those goals.

    This chapter presents the progress of the sites compared to each other using the set of indicators developed in Chapter Two. As should be clear from Chapter Three, the sponsor did not have an absolute standard by which to judge progress. Therefore, to assess progress, we compared a grantee’s level of development to other grantees as well as to the levels of progress found in the...

  14. CHAPTER FIVE Themes from CERI
    (pp. 101-120)

    The initial results of CERI, as outlined in the preceding chapter, indicated that there is potential for collaboratives to be created and sustained in local communities. This statement is based on our assessment that four of the eight sites successfully formed functioning collaboratives and that three of these four made progress toward institutionalizing their respective reform efforts. Overall, the actual and potential impact varied greatly across all eight sites. Although the scope and duration of this study precludes assertions with regard to “successful strategies” for forming and sustaining collaboratives, the analysis does point to a number of themes that emerged...

  15. CHAPTER SIX Conclusions and Observations
    (pp. 121-126)

    The purpose of our analysis was to answer three broad questions as best we could, given the limited data available from an eight-site, four-year effort. These questions were:

    Did sites show progress toward desired outcomes? If not, why not? If so, why? What other effects occurred?

    Could lessons learned or promising practices be discerned from the experiences of individual collaboratives or the group as a whole?

    Could collaboratives be effectively created by an outside influence, such as the Ford Foundation, to sustain education improvement efforts?

    The following paragraphs provide the answers thus far based on observations from the Ford Foundation’s...

  16. APPENDIX A Collaborative Context
    (pp. 127-156)
  17. Bibliography
    (pp. 157-160)