EXAMINING COMPREHENSIVE SCHOOL REFORM

Childhood Education, Fall 2007 by Kirylo, James

EXAMINING COMPREHENSIVE SCHOOL REFORM. Daniel K. Aladjem and Kathryn M. Barman (Eds.). Washington, DC: The Urban Institute Press, 2006. 366pp. Paperback, $29.50. This book examines the effectiveness of the Comprehensive School Reform (CSR) program, which began in 1998 and now is a critical component of No Child Left Behind (NCLB). Instead of using a piecemeal or fragmented approach toward reform, CSR promotes more of a whole school improvement plan, particularly in high-poverty areas. With the offering of financial incentives, the principal objective of CSR is for children to achieve goals and be successful in meeting challenging academic standards. For schools to receive CSR funding, they must adopt 11 principles outlined in NCLB, which, in sum, focus on the following: scientifically based research; the integration of instruction, assessment, and classroom management; setting measurable goals for student performance; professional development for administrators and teachers; evaluation of student outcomes; identifying resources; and sustaining reform.

Through a discussion and review of various reform models endorsed by CSR, the book is a detailed account of the strengths, weaknesses, and limitations of CSR. In particular, the book highlights four models: Accelerated Schools (AS), Core Knowledge (CK), Direct Instruction (DI), and Success for All (SFA). Success for All was identified as one of the most successful reform models with respect to student achievement. While CSR has been instrumental in continuing the discussion to keep a focus on improving our schools, it has been, as the book discussed, a challenge to harmonize CSR with NCLB. While Examining Comprehensive School Reform is laden with interesting research and facts, it may prove to be a difficult and sometimes tedious read for some. Reviewed by James Kirylo, Assistant Professor of Education, Southeastern Louisiana University

Reviewed by James Kirylo, Assistant Professor of Education, Southeastern Louisiana University