Illinois Horizon Schools: Initial Research Findings from the Illinois Schools to Watch Program

Currently, there is a paucity of research concerning the National Forum to Accelerate Middle Grades Reform's Schools to Watch national school improvement program. Of the handful of existing studies, very few have examined or addressed student learning or achievement. In this this study we syste...

Full description

Saved in:
Bibliographic Details
Published in:RMLE online : research in middle level education 2021-07, Vol.44 (6), p.1-15
Main Authors: Mertens, Steven B., Falbe, Kristina N.
Format: Article
Language:English
Subjects:
Academic Achievement
Achievement tests
Best Practices
Educational Improvement
Educational Practices
Improvement Programs
middle level schools
Middle School Students
Middle Schools
National Programs
School Demography
School Effectiveness
school improvement
Schools
Schools to Watch
Scores
Self-Study Rating Rubric
Standardized Tests
student achievement
Students
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Currently, there is a paucity of research concerning the National Forum to Accelerate Middle Grades Reform's Schools to Watch national school improvement program. Of the handful of existing studies, very few have examined or addressed student learning or achievement. In this this study we systematically collected and analyzed data from the 34 Illinois Horizon Schools to Watch (IHSTW) schools participating in the National Forum's Schools to Watch (STW) program. Using multiple sources of data, we examined the demographic characteristics and teacher-reported levels of best middle grades school practices in the IHSTW middle level schools that have participated in the STW program since 2003. In addition, we conducted an analysis of state-level, standardized student achievement test scores for participating IHSTW schools. We found that IHSTW schools that have participated in the program for longer periods of time demonstrated higher levels of middle school practices and standardized student achievement outcomes.
ISSN:1940-4476
1940-4476
DOI:10.1080/19404476.2021.1921678