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Stringfield, Samuel C. TITLE Education Reform and Students at Risk DOCUMENT RESUME ED 397 542 EA 027 938 AUTHOR Rossi, Robert J.; Stringfield, Samuel C. TITLE Education Reform and Students At Risk. Volume II: Case Study Descriptions. Studies of Education Reform. INSTITUTION American Institutes for Research in the Behavioral Sciences, Palo Alto, Calif.; Center for Research on the Education of Students Placed At Risk, Baltimore, MD. SPONS AGENCY Office of Educational Research and Improvement (ED), Washington, DC. PUB DATE 95 CONTRACT RR91172011 NOM 384p.; For Volumes I-III of this particular study, see EA 027 937-939. For all 12 final reports (36 volumes) in this series of studies, see EA 027 926-961. PUB TYPE Reports Research/Technical (143) EDRS PRICE MF01/PC16 Plus Postage. oESCRIPTORS Case Studies; Data Analysis; Data Collection; *Educational Change; *Educational Environment; Educational Finance; Educational Innovation; Elementary Secondary Education; *High Risk Students; Organizational Climate; Potenvial Dropouts; Prevention; Program Effectiveness IDENTIFIERS *Studies of Education Reform (OERI) ABSTRACT The United States must find ways to improve the quality of education for all its citizens, particularly those young people who are most at risk of failure. This document, the second of three volumes, contains detailed case-study data from 18 schools located acro s the United States. The case studies were conducted .s part of a study that identified the essential mechanics of effective reforms for students at risk. The study also identified the incentives for and barriers lo implementing and sustaining reforms and their effects on students. It focused on three aspects of school reforms: raising academic standards, enhancing the academic climate of schools and out-of-school environments, and preventing dropouts through the provision of second-chance programs. Each school profile contains a site overview of the context and program outcomes, a site description, a discussion of the existing elements of systemic support and high-resource-organizational (HRO) characteristics, an analysis of features that build community, and day-in-the-life student scenarios. Appendices contain an overview of programs and budgets for one school,1 he percentage of students passing "major" subjects at one school,a "three-column" Paideia School Illustration, a sample 1993 school report card, and an example of monthly outlays completed by a teaching staff. (LMI) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from tne original document. *********************************************************************** American Institutes fin- Research 1 gzt c- 1 Education Reform and Students At Risk: Case Study Descriptions volume 2 !-; l'AP1 MI NI (71! [)uu/knurl )11l,ATIONAI Hf 11_11!(..E IN! ( )IIMA1 ION N If Fi . +,1111111,1111.I.. t11011 /Op 'HIV 0,1.1'. 1,nr, ..I101,1,110,11 ( r ulrp, t,01.11 tlfhl1,11()F. HI[1,,,11,111 v I.O. Rux I 113 Pah) ( A 913n2 BEST COPY AVAILABLE (11 )) .193-355o Education Reform and Students At Risk: Case Study Descriptions Volume 2 Robert J. Rossi Samuel C. Stringfield With the assistance of: M. Shannon Daugherty Katie A. Goya Rebecca Herman Alesia F. Montgomery Pamela S. Nesselrodt Mark A. Royal Pamela B. Vergun Estelle M. Young Table of Contents School A - West Central Texas 5 Site Overview 5 Site Description 7 Systemic Support-High Reliability Organizational Characteristics 12 Analysis of Community 16 Students' Days 22 School B - Northeastern United States 33 Site Overview 33 Site Description 34 Systemic Support-High Reliability Organizational Characteristics 45 Analysis of Community 53 Students' Days 58 References 67 School C - Midwestern United States 71 Site Overview 71 Site Description 73 Systemic Support-High Reliability Organizational Characteristics 81 Analysis of Community 85 Students' Days 93 School D - Texas 101 Site Overview 101 Site Description 104 Systemic Support-High Reliability Organizational Characteristics 1 1 1 Analysis of Community 114 Students' Days 120 References 128 School E Pennsylvania 129 Site Overview 129 Education Reforms and Students At Risk Table of Contents Site Dtscription 130 Systemic Support-High Reliability Organizational Characteristics 137 Analysis of Community 141 Students' Days 147 School F - Pennsylvania 149 Site Overview 149 Site Description 150 Systemic Support-High Reliability Organizational Characteristics 154 Analysis of Community 158 Students' Days 163 School G - Midwestern United States 169 Site Overview 169 Site Description 173 Systemic Support-High Reliability Organizational Characteristics 188 Analysis of Community 195 Students' Days 202 Bi ;)I iography 211 School H - Northern California 213 Site Overview 213 Site Description 214 Systemic Support-High Reliability Organizational Characteristics 219 Analysis of Community 222 Students' Days 233 School I - Utah 251 Site Overview 251 Site Description 252 Systemic Support-High Reliability Organizational Characteristics 264 Analysis of Community 268 Students',Days 276 School JCentral California 281 Site Overview 281 Site Description 282 Systemic Support-High Reliability Organizational Characteristics 285 Analysis of Community 289 Students' Days 295 References 306 School K Philadelphia, PA 307 Site Overview 307 Site Description 307 Systemic Support-High Reliability Organizational CharacterisCcs 316 School-Community Analysis 319 Students' Days 323 School L - Connecticut 329 Site Overview 329 2 Education Reforms and Students At Risk Table of Contoots Site Description 330 Systemic Support-High Reliability Organizational Characteristics 336 School-Community Analysis 338 Students' Days 342 School AA - Pennsylvania 353 Case Study Description 353 School BB - California 359 Case St::dy Description 359 School CC - California 363 Case Study Description 363 School DD - Texas 367 Case Study Description 367 School EE - Southeastern United States 369 Case Study Description 369 School FF Northeastern United States 373 Case Study Description 373 Appendix A Overview of Programs and Budgets for School F Appendix B Percentage of Students Passing "Major" Subjects at School F Appendix C "Three-Column" Paideia Echool Illustration AppendL D 1993 School Report Card for School G Appendix E Example of Monthly "Outlays" Completed by 3chool G Teachers Education Reforms and Students At Risk 3 School A West Central Texas Site Overview Context and Reasons for Selection Many have asked the question how poor rural areas with limited resources can meet the complex needs of students at risk? For this reason, we chose to look at one reasonably effective approach to this situation. Eight cooperating districts in the rural hill country of west central Texas, attempting to overcome fiscal limitations, have pooled their resources to develop the Cooperative Alternative Program (CAP) at School A. CAP serves at-risk students and dropouts drawn from the participating districts. Decreases in student dropout rates and measured gains iigrade averages have been carefully documented over time arid are most encouraging (Rossi, 1993). The superintendents of the eight districts, with the leadership of the CAP principal, make up the program's management and governance board. Designated as a model at-risk and dropout recovery program by the Texas Educational Agency because of its favorable student outcomes, CAP's strategy of pooling resources from several school districts has been replicated in other rural areas of Texas. In 1992, CAP was recognized by the Southwest Educational Development Laboratory as an "Outstanding Rural Program for At-Risk Students" from the southwest region, which includes schools in Texas, Oklahoma, New Mexico, Louisiana and Arkansas. CAP was also recognized by the Governor's tonunittee on Excellence in 1993. Not all schools have the necessary resources or strategies to overcome barriers to reform. Also, as has been noted by De Young (1994) and others, rural schools face a number of fiscal and environmental challenges. Therefore, what are the systemic and school community factors that undergird CAP's success in economically and socially depressed west central Texas? How has CAP responded to its fiscal and environmental barriers? Education Reforms and Students At Risk 5 School A West Central Texas Our aims in visiting the CAP program were to examine the robustness of reform elements in a rural setting and to assess the effects of system and school-community dynamics on the performance of these elements. Also, we wanted to investigate how CAP has adapted reform elements to meet the unique needs of their students. Finally, we wished to examine how CAP has adjusted over time to sustain itself in its environment. Drawing upon the combined resources of the eight districts, including the compensatory funds available to these districts, CAP has many of the features that research suggests are key to successful at-risk and dropout prevention programs: small classes, individualized instruction, school-to-work links, flexible scheduling, sensitivity to differences in learning styles, and opportunities to participate in accelerated programs. When properly implemented, these reforms have shown promise at improving the performance of students at risk (Legters and Mc Dill, 1994). By pooling the resources from the participating districts, the CAP program is able to provide individual and group counseling, vocational training, and paid-work experience. Lessons from CAP Several key lessons emerge from a study of the CAP program. First is the school's willingness
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