Because student achievement is not meeting state and national accountability targets, districts have taken more active steps to create systemic changes toward the goal of improving student achievement. Most often these reform efforts target curriculum issues. A number of factors, however, may affect a district's ability to leverage curriculum changes so that they actually improve student achievement. This study analyzed a failed reform effort in one district, Suburbia. The study was guided by a conceptual framework that highlighted the importance of focusing reform efforts cohesively on the technical core by (1) building a district-wide consensus that supports curricular reform efforts, (2) making a commitment to equity for all students, (3) instituting ongoing monitoring of curriculum implementation, and (4) establishing concerted effort to align all curricular reform strategies into a coherent vision. Based on the analysis, the study outlines a framework districts could use to guide their work in implementing district-led reforms. The discussion of the framework includes detailed steps that districts might follow in their reform efforts. The discussion also includes specific recommendations for creating district-wide consensus, promoting equity for all students, ensuring ongoing monitoring of curriculum implementation, and aligning all strategies that are in place for achieving reform.
|Advisor:||Sheckley, Barry G.|
|School:||University of Connecticut|
|School Location:||United States -- Connecticut|
|Source:||DAI-A 72/10, Dissertation Abstracts International|
|Subjects:||Higher Education Administration, Educational leadership, Curriculum development|
|Keywords:||Cohesive focus, Curriculum reform, District improvement, Equity, School districts, Student achievement, Technical core|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be