Comprehensive School Reform and Achievement: A Meta-Analysis

By Geoffrey D. Borman, Gina M. Hewes, Laura T. Overman, Shelly L. Brown. 2003

894 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/76a17612af91cd6c51db6884dd8451c09fe10bd7

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In Education

Citations in the corpus

Improving secondary students' academic achievement through a focus on reform reliability: 4- and 9-year findings from the High Reliability Schools project (2008, background): “A few reforms can point to positive results from several multisite studies of achievement outcomes (Borman, Hewes, Overman, & Brown, 2003 ; Reynolds, Hopkins, Potter, & Chapman, 2001 ; What Works Clearinghouse, 2007 ).”
Success for All: First-Year Results From the National Randomized Field Trial (2005, background): “Borman et al. (2003) found that studies of comprehensive school reform programs conducted by the developers tend to report higher estimates of the programs’ effects on achievement outcomes.”
Promoting Research-Based Practices Through Inclusion? (2007, methodology): “With the 1994 Improving America’s Schools Act, the whole-school reform model began to emerge as a prominent practice for raising overall student achievement in highpoverty schools (Borman et al., 2003).”
A Case Study of the Partnership Schools Comprehensive School Reform (CSR) Model (2005, methodology): “The analyses reflect criteria for studies in a major review of CSR models including comparison sites and longitudinal data for the schools’ regular education programs (Borman et al., 2003).”
School Climate: a Review of the Construct, Measurement, and Impact on Student Outcomes (2015, background): “academic outcomes by improving the academic and community climates (Borman et al. 2003).”
Effectiveness of mathematical word problem solving interventions for students with learning disabilities and/or mathematics difficulties: A meta-analysis. (2016, methodology): “Further, threats to internal validity (e.g., history, maturation, regression-to-the-mean) are greater for the single group, pretest-posttest designs than for designs comparing treatment and control groups (Borman et al., 2003; Cook & Campbell, 1979).”