SI Evaluation Studies

拟议的研究将系统改革的六个驱动因素和学校变革的理论框架纳入实证模型，以帮助解释系统改革对学生成绩的影响。拟实验研究涉及四个州（路易斯安那州、蒙大拿、科罗拉多州和伊利诺斯州）。在SSI状态下，高参与水平（治疗）的学校将与低参与水平的学校进行对比，以确定在SSI状态下，不同程度参与SSI的驱动因素和学生成就之间的不同关系。结果还将与非ssi州的学校进行比较。将从每个SSI州的大约60所学校（30所持续受到SSI影响的学校和30所不直接受到SSI影响的学校）和30所非SSI州的学校收集信息。每个州将对六所学校进行实地考察。数据将通过多种方法收集，包括学生、教师和校长问卷调查、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.