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Student Achievement Outcomes Comprehensive School Reform: A Canadian Case Study

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  • John Ross
  • Garth Scott
  • Timothy Sibbald

Abstract

The authors conducted a third-party study of the student achievement effects of Struggling Schools, a user-generated approach to Comprehensive School Reform (CSR). The design was a quasiexperimental, pre–post matched sample (N = 180) with school as unit of analysis, drawing on 3 years of achievement data from standardized external assessments. Struggling Schools had a statistically significant positive effect on Grade 3 reading achievement (effect size = .48 in 2005–2006 and .60 in 2006–2007). There were enduring achievement effects 2 years after exit from the program. The outcomes indicate that CSR approaches based on capacity building, partnerships with an external agency, and accountability enhance student learning.

Suggested Citation

  • John Ross & Garth Scott & Timothy Sibbald, 2012. "Student Achievement Outcomes Comprehensive School Reform: A Canadian Case Study," The Journal of Educational Research, Taylor & Francis Journals, vol. 105(2), pages 123-133.
    • Handle: RePEc:taf:vjerxx:v:105:y:2012:i:2:p:123-133
    DOI: 10.1080/00220671.2010.532835
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