Third Party Research
Texas Study of the High School Redesign and Restructuring Grant Program Interim Report, (January 2007) Prepared for Texas Education Agency by Resources for Learning
Accelerated Schools was identified for inclusion in the high implementation category and held two of the top five schools identified in the grant. High level schools reported strong support and bought into the program once it was adopted. Stakeholders shared a sense of immediacy and common purpose and reported school climate improvements, improved relationships, increased engagement in learning and improved staff attitudes and commitment. » full report click here
American Institutes for Research-AIR (2006) Summary of Finding from the National Longitudinal Evaluation of Comprehensive School Reform
Accelerated Schools stands out in the implementation of professional development, related to higher levels of social capital. Higher levels of social capital is associated with student achievement. »full report click here
The Education Alliance at Brown University (2005) Implementing for Success: An Analysis of Five CSR Models Accelerated School Summary
Accelerated Schools is considered a more process-oriented model. Accelerated Schools highest teacher ratings “after” implementation were: Construct opportunities for students to contribute meaningfully, Link activities to standards, use authentic problems to teach concepts and engage in joint problem solving…Accelerated Schools teachers were more likely to collaborate, support the use of comprehension strategies and use student interaction more often than their counterparts.»full report click here
Manpower Development Research Corporation-MDRC, (2001) Evaluating the Accelerated Schools Approach:
Reading and Math scores were 0.19 standard deviation and 0.24 standard deviation above their respective baseline levels. These impacts are statistically significant and of modest size by conventional standards. The lowest performing schools were most likely to experience large impacts. The reform improved the performance of otherwise low-performing students. »full report click here
RAND Corporation, (2000) study of student outcomes and other changes in schools that have adopted CSR models, as well as the relationship between a school’s characteristics and the progress of reform.
Most of Accelerated Schools in sample had “medium-high” overall implementation levels (scores ranging between 1.20 and 1.59). AS schools and their staff , in general, adhered to the model’s prescribed practices in governance, curriculum, and student assessments at a higher level. In more than half of the schools (56 percent), principals reported that stakeholders including principal, teachers and parents “always” participated in steering committees (a part of the Accelerated Schools governance structure.) Teachers in AS schools tended to agree that the “AS curriculum is well aligned with state standardized tests” (average 1.56)»full report click here
