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Continuing Challenges and Potential for Collaborative Approaches to Education Reform

Continuing Challenges and Potential for Collaborative Approaches to Education Reform

Susan J. Bodilly
Rita Karam
Nate Orr
Copyright Date: 2011
Published by: RAND Corporation
Pages: 124
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  • Book Info
    Continuing Challenges and Potential for Collaborative Approaches to Education Reform
    Book Description:

    The Ford Foundation's Collaborating for Education Reform Initiative (CERI) provided grantees with funds, guidance, and technical assistance to develop collaboratives and carry out activities to improve teaching and learning. A second effort, CERI 2, laid down a new set of goals for grantees. RAND Corporation researchers evaluated the initiative.

    eISBN: 978-0-8330-5164-6
    Subjects: Education

Table of Contents

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  1. Front Matter
    (pp. i-ii)
  2. Preface
    (pp. iii-iv)
  3. Table of Contents
    (pp. v-viii)
  4. Tables
    (pp. ix-x)
  5. Summary
    (pp. xi-xviii)
  6. Acknowledgments
    (pp. xix-xx)
  7. Abbreviations
    (pp. xxi-xxii)
  8. CHAPTER ONE Introduction
    (pp. 1-10)

    The Ford Foundation, frustrated with past attempts at encouraging the improvement of educational services in U.S. inner cities, began an initiative it hoped would bring about more-sustained change. The foundation called its effort the Collaborating for Education Reform Initiative (CERI). From 1997 through 2003, it funded eight collaborative efforts in selected cities in the hope of developing and sustaining educational improvement. In 2004, it restructured CERI to support five collaborative efforts and began what it referred to asCERI 2.

    The remainder of this chapter provides the reader with the foundation’s rationale for the original CERI and the following CERI...

  9. CHAPTER TWO Approach, Concepts, and Development of Indicators
    (pp. 11-24)

    In this chapter, we discuss important concepts used in the course of this study. We first provide more details on the study approach and methods. We then review the literature for important insights and definitions. Finally, we discuss the key indicators used to judge the grantees’ progress toward CERI 2’s goals.

    We chose a qualitative case-study analysis approach for two reasons. First, the phenomena we were observing were complex and unfolding, and we had no ability to control the fluid situation. The research questions were primarily concerned with description of progress and how progress was made, lending themselves to qualitative...

  10. CHAPTER THREE Progress Toward Collaborative Functioning and Sustainment
    (pp. 25-54)

    In this chapter, we describe the attempts at collaborative formation, assess the extent to which the grantees developed fully functioning interorganizational collaboratives and sustained funding as expressed in research question 1a, and draw lessons relevant to the formation of the collaboratives in response to research question 2. When describing progress, we focus particularly on two of the progress indicators for the foundation’s goals for its effort: the level of development of interorganizational linkages or collaborative function and the level of financial sustainability achieved by the grantee.

    The chapter presents an overview of our assessment of the progress made and then...

  11. CHAPTER FOUR Progress Toward Goals
    (pp. 55-90)

    The organizations at each site were not just supposed to form collaboratives. The collaboratives had to engage in activities that would ultimately lead to improved outcomes for students. In this chapter, we analyze the progress made toward the three activity goals the foundation set: development and implementation of activities to support quality in teaching and learning; development and implementation of activities to promote system-wide policy changes; and development as a “voice” for a broad group of stakeholders. We divide the discussion into four parts to address research questions 1b, 1c, and 2 as they relate to collaborative activities. First, we...

  12. CHAPTER FIVE Conclusions and Observations
    (pp. 91-98)

    The purpose of our study was to answer three broad questions:

    1. Did grantees show progress toward desired outcomes?

    2. What lessons or promising practices result from the experiences of individual collaboratives or groups of grantees?

    3. Did the initiative create financially sustainable collaboratives that can promote education improvement?

    In this chapter, we summarize findings and conclusions, especially answering the third research question, and offer some observations for future efforts.

    As illustrated in Chapters Three and Four, creating successful and sustainable collaboratives in local communities is a challenging endeavor. AI became a well-functioning collaborative with significant interorganizational linkages at both...

  13. References
    (pp. 99-102)
  14. Backmatter
    (pp. 103-103)