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By Sheila Nataraj Kirby

This research units forth the RAND statistical analyses settling on either the parts of important growth within the New American faculties scale-up of implementation of its whole-school reform designs, and numerous different parts wanting extra consciousness.

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2 4 N = 71 Schools 3 Standardized z-Score 2 1 0 –1 –2 –3 –4 AC AT CON EL MRSH NARE RW NOTE: Sample sizes are AC (n = 4), AT (n = 13), CON (n = 6), EL (n = 10), MRSH (n = 7), NARE (n = 19), RW (n = 12). 2—Core Implementation Index, (standardized z-scores) by Design Team, Spring 1999 standard deviation higher than the overall mean while RW and NARE schools had means that were 2/10ths and 1/10 th of a standard deviation higher than the overall mean. MRSH schools had the lowest mean, over half a standard deviation below the overall mean.

Attempting to develop a common set of indicators that measures implementation across designs is difficult, particularly when design teams adapt their programs to the local needs of the schools (Bodilly, 2001). 4 We attempted to draw on these commonalities to guide the construction of an index that could be used to broadly measure “core” implementation across designs. Second, the difficulties of constructing indices that capture the key components of a design are compounded by the fact that these design components may themselves be evolving (see Bodilly, 2001).

2001) based on the 104 schools. 3. In the longitudinal sample, a little over a quarter of the schools are NARE schools that are primarily located in Kentucky, while AT, RW, and EL each account for 15–18 percent of the sample. AC, CON, and MRSH have the smallest number of schools in the longitudinal sample. All 71 schools had been implementing for three or more years by 1999. About 44 percent of the sample had been implementing for three years; a little over 30 percent for four years; and the remaining one-fourth of the sample for five years or more (most of these were NARE schools).

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