Getting teachers to support, substantively engage in, and sustain the implementation of whole-school designs is critical to the success of design-based assistance providers such as New American Schools (NAS). The purposes and approaches of NAS and its design teams are the same as those of "schoolwide" Title I programs and the Comprehensive School Reform Development program: improving student and school performance by adopting a unified, coherent approach rather than adding fragmented programs or investing in personnel dedicated to a small group of students in pull-out programs. It is uncertain whether the designs have positive effects on teachers' professional lives and the educational experiences of students. This is especially true for schools in the first few years of implementing whole-school reforms. This paper analyzes survey data from teachers and principals in 130 implementing NAS sites in eight jurisdictions. Its findings reveal that teacher views of resource adequacy and design communication are related to teacher support for both design and implementation.
Originally published in: Educational Evaluation and Policy Analysis, v. 22, no. 1, Spring 2000, pp. 65-82.
This report is part of the RAND Corporation Reprint series. The Reprint was a product of the RAND Corporation from 1992 to 2011 that represented previously published journal articles, book chapters, and reports with the permission of the publisher. RAND reprints were formally reviewed in accordance with the publisher's editorial policy and compliant with RAND's rigorous quality assurance standards for quality and objectivity. For select current RAND journal articles, see External Publications.
Our mission to help improve policy and decisionmaking through research and analysis is enabled through our core values of quality and objectivity and our unwavering commitment to the highest level of integrity and ethical behavior. To help ensure our research and analysis are rigorous, objective, and nonpartisan, we subject our research publications to a robust and exacting quality-assurance process; avoid both the appearance and reality of financial and other conflicts of interest through staff training, project screening, and a policy of mandatory disclosure; and pursue transparency in our research engagements through our commitment to the open publication of our research findings and recommendations, disclosure of the source of funding of published research, and policies to ensure intellectual independence. For more information, visit www.rand.org/about/principles.
The RAND Corporation is a nonprofit institution that helps improve policy and decisionmaking through research and analysis. RAND's publications do not necessarily reflect the opinions of its research clients and sponsors.