Teacher Practical Guidance:

Whole School Improvement Programs

Category: Strategy

Rank Order

78

Effect Size

0.16

Achievement Gain %

6

How-To Strategies

How-To Resources

Link – REPORT ( WWC) Success for All

 

Link – BOOK (Muhammad) Transforming School Culture

 

Link – VIDEO (Muhammad) Transforming School Culture

References

Borman & D’Agostino. (1996). Title I and Student Achievement: A Meta-Analysis of Federal Evaluation Results. Educational Evaluation and Policy Analysis.

 

IES What Works Clearinghouse (2017). Success for All. Link

 

Marzano, R. (2003). What works in schools: Translating research into action.  ASCD. Link

 

Muhammad, A (2009). Transforming school culture: How to overcome staff division. Solution Tree. Link

 

Schueler, Asher, Larned, Mehrotra, & Pollard. (2022). Improving low-performing schools: A meta-analysis of impact evaluation studies. American Educational Research Journal.

Whole-School Improvement Programs

DEFINITION

Multi-component, multi-year improvement programs of an entire school designed to transform a school.

DATA

  • 3 meta-analysis reviews

  • 117 research studies

  • 41 million students in studies

  • 3 Confidence level. Hattie (2023) p. 411

QUOTES

“School renewal is knowing and appreciating children as whole persons with unlimited potential and schools as sources of untapped capacity and places of boundless opportunities. Pat Reeves

“When the flower doesn’t bloom, fix the environment in which it grows…not the flower.” Alexander Den Heijer

“An analysis of research conducted over a 35 year period, demonstrates that highly effective schools produce results that almost entirely overcome the effects of student background.  However, in spite of this overwhelming evidence, most schools continue to act based on ineffective school beliefs.” Marzano (2003) p. 11

“It takes knowledge of where a school has been and agreement about where the school should go to transform culture. It requires an ability to deal with beliefs, policies, and school culture that has protected educators from change and accountability.  It is a tightrope-walking act of major proportions. Muhammad (2009) p. 11