A r c h i v e d  I n f o r m a t i o n

FOR RELEASE
Contact: Melinda Kitchell Malico

September 13, 2000
(202) 401-1008

A new report from the U.S. Department of Education, Early Implementation of the Comprehensive School Reform Demonstration (CSRD) Program, shows that the innovative program is helping bring research-based, whole-school reform to 1,800 mostly high-poverty or low-performing schools in all 50 states, Washington, D.C. and Puerto Rico.

"The early data are encouraging and show that nearly 2,000 low-performing schools are getting needed help under CSRD," said U.S. Secretary of Education Richard W. Riley. "This unique program is helping schools and states focus on comprehensive, research-based reform — not piecemeal efforts."

The two-year old CSRD program, funded at $220 million this year, helps schools — particularly low-performing schools — rethink their entire school operations, use proven strategies, coordinate their reform efforts and more effectively use Title I funds as well as other federal, state and local resources. U.S. Representatives David Obey (D-Wis.) and John Porter (R-Ill.) initiated the program two years ago.

The findings suggest that CSRD schools measure favorably against Title I schools in supporting the priorities of Title I and in a number of areas including providing ongoing teacher professional development in instruction, involving parents and providing support such as extended learning time. Title I is the $8.5 billion K-12 federal education program to help disadvantaged children reach high standards.

The report also found that CSRD is being used by states as a model for restructuring their own school reform efforts. While the study includes other promising results, such as fewer children being pulled out of class for extra help and fewer teachers’ aides delivering reading instruction, the findings also suggest that schools still need reinforcement in understanding that CSRD is not an "add-on" program. In 80 percent of CSRD schools, teachers voted to adopt the school’s chosen reform model, when data were reported. However, a significant proportion had not yet received professional development on their school’s chosen model during the very early stages of implementation, but schools report professional development is planned in most projects.

In line with the CSRD legislation, schools are adopting an array of reforms, with more than 70 percent using nationally available models. Nearly half (48 percent) of schools use one of 17 models specifically cited in the CSRD legislation. Thirty percent of schools use one of three models rated as strong or promising by the American Institutes for Research, including Success for All (used by 14 percent), Direct Instruction and High Schools That Work. Some schools employ models for which there is limited effectiveness data, pointing to the need for more rigorous research on all models. The report offers an update on several studies of reform model effectiveness that are planned or underway.

Prepared by ED’s Planning and Evaluation Service, the report also includes advice, resources and lessons learned during the early implementation process. It will be available at www.ed.gov/offices/OUS/PES/elem.html#Miscl or by calling 1-877-4ED-PUBS. For more information on CSRD, visit www.ed.gov/offices/OESE/compreform/.

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