Promoting Academic Success for All Students

Abstract We evaluated a large-scale reform program with emphasis on curriculum-based instruction, ongoing progress monitoring, and systematic and continuing professional development. The design of the study included pre-, post-, and follow-up assessments of all students in reading and mathematics. In general, the treatment group performed statistically significantly better than the comparison group on all variables assessed. The substantial progress reflects the benefits of a balanced approach to school reform and the power of the School Renaissance program. Introduction Interest in improving the performance of all children gained renewed national prominence with the passage of the No Child Left Behind Act of 2001 which was signed into law on January 8, 2002. Heralded as "more than just a law," the act directs states and school districts to develop strong systems of accountability based upon student performance (U.S. Department of Education, 2002b). The law also gives states and school districts increased local control and flexibility, removing federal red tape and bureaucracy and putting decision-making in the hands of those at the local and state levels. To improve outcomes for children, No Child Left Behind provides parents of children from disadvantaged backgrounds the option to participate in public school choice programs or obtain supplemental services such as tutoring. To further support the achievement of improved results for all children, teachers are encouraged to use teaching methods based upon scientific research that shows they are effective (American Association of School Administrators, 2002; Dede, Honan, & Peters, 2005; U. S. Department of Education, 2002a,b, 2006). The emphasis on using scientifically based research as a guide for deciding how to teach directs teachers in how to help the large numbers of students who are failing to profit in America's classrooms. It also serves as a way to address the disappointing results (cf. Walmsley & Allington, 1995) of many instructional programs, some of which even complicate the learning process by offering approaches that are philosophically different from those offered in the classroom (Santa & Hoien, 1999). Therefore, most poor readers never catch up with their peers in reading and writing abilities, and the gap between low and high readers broadens as children progress through the grades (Stanovich, 1986; 1991). These changes have generated an increased interest in programs designed to improve achievement levels, especially those of children performing below grade level. One such program, School Renaissance, promises to improve academic achievement for all children using proven teaching methods and technology for using on-going formative evaluation data. School Renaissance is a commercially available K-12 comprehensive school reform program designed to help teachers use information to improve learning outcomes for their students (http://www.renlearn.com/). It is in the Catalog of School Reform Models produced jointly by the Northwest Regional Educational Laboratory and The Center for Comprehensive School Reform and Improvement. Criteria for selecting models include evidence of effectiveness in improving student academic achievement, extent of replication, implementation assistance provided to schools, and comprehensiveness. The average cost of a full implementation can range from $30,000 to $75,000 per school per year of a three-year plan. Using formative evaluation data, professionals in participating schools learn to make better instructional and curricular decisions and are in a better position to accelerate learning (cf. Nunnery, Ross, & Goldfeder, 2003; Paul, 1992, 1993; Paul, Swanson, Zheng, & Hehenberger, 1997; Paul, VanderZee, Rue, & Swanson, 1996; Peak & DeWalt, 1994; Ross & Nunnery, 2005; School Renaissance Institute, 2002; Smith & Clark, 2001). The model focuses on developing foundational skills in reading, writing, and mathematics. …