Implementation and Performance in New American Schools: Three Years Into Scale-Up
Jan 1, 2001
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NASDC, a private non-profit organization, was established in 1991 to fund the development of organizations that would create designs for "break-the-mold" schools and help schools implement those designs. A national competition by NASDC led to the choice of 11 teams, which were given one year, called Phase 1, to build their teams and develop the designs described in their proposals. In Phase 2, the teams had two years to further develop their designs and to demonstrate them. NASDC asked RAND to assess the Phase 2 experience of the nine teams remaining in the demonstration. This report provides the assessment and points to some lessons from Phase 2 that might be usefully applied to Phase 3. The assessment reviews the characteristics of designs and teams; how these characteristics affected progress toward goals in Phase 2; whether teams met NASDC goals; whether the teams experienced institutional, cultural, or systemic barriers to reform; and what has been the overall contribution of NASDC to reform to date.
Essential Characteristics of and Differences Among Teams and Designs
Relative Progress Toward Implementation
Relative Implementation Progress Associated with Differences in Designs or Teams
Assistance Strategies and Their Effect on Progress
Systemic Barriers to the Institutionalization of Whole-School Designs
Lessons Learned About Design-Based Assistance Organizations As Agents of School Reform
The research was supported by NASDC. The study was conducted under the auspices of RAND's Institute on Education and Training.
This report is part of the RAND Corporation Monograph report series. The monograph/report was a product of the RAND Corporation from 1993 to 2003. RAND monograph/reports presented major research findings that addressed the challenges facing the public and private sectors. They included executive summaries, technical documentation, and synthesis pieces.
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