SI Evaluation Studies

这项拟议的研究将把系统性改革的六个驱动因素和学校变革的理论框架纳入一个实证模型，以帮助解释系统性改革努力对学生成绩的影响。计划对四个州(路易斯安那州、蒙大拿州、科罗拉多州和伊利诺伊州)进行准实验研究。高参与度(待遇)的SSI州的学校将与低参与度的学校进行对比，以识别在SSI州内不同程度参与SSI的司机和学生成绩之间的不同关系。结果也将与非SSI州的学校进行比较。将从每个中学入学计划州的大约60所学校(30所学校持续受到中学入学计划影响，30所学校不直接受中学入学计划影响)和30所非中学入学计划州的30所学校收集信息。将对每个州的六所学校进行实地考察。数据收集的方法多种多样，包括学生、教师和校长的问卷调查、访谈和观察。每个州的学生成绩数据将被用作结果衡量标准。分析的范围从简单的描述性统计到复杂的建模程序。

The proposed study will incorporate the six drivers of systemic reform and a theoretical framework of school change into an empirical model to help explain the impact of a systemic reform effort on student achievement. Quasi-experimental studies involving four states (Louisiana, Montana, Colorado, and Illinois) are planned. Schools in an SSI state with high levels of involvement (treatment) will be contrasted with schools with low levels of involvement to allow the identification of the differing relationships among the drivers and student achievement that occur with different levels of involvement with an SSI within an SSI state. Results will also be compared to schools in non-SSI state. Information will be collected from approximately 60 schools in each SSI state (30 schools affected continuously by the SSI and 30 schools not directly affected by the SSI) and 30 schools in the non-SSI state. Site visits will be made to six schools within each state. Data will be collected with a variety of methods including student, teacher, and principal questionnaires, interviews, and observations. The student achievement data within each state will be used as the outcome measure. Analyses will range from simple descriptive statistics to complex modeling procedures.