School Reengineering and SAT-I Performance: A Case Study

efforts over the last 15 years indicate the need for a technology of reform that is systemic in nature and has a curricular and instructional focus (Honig, 1994; Cicchinelli, 1999). This includes providing schools with the methods and tools necessary to deliver and support practical, research-based reforms in classrooms (Bodily, 1996; Cicchinelli, 1999; Elmore, 1996; Honig, 1994; Pogrow,1997; Viadero, 1995). Reform programs should also incorporate a clear program for professional growth and development (Gonder, 1999; Senge, 1994) and a plan that includes the deployment of research proven best in practice and an evaluation approach based on student outcomes (Wenger, 1999; Bodily, 1996). The evaluation approach should, wherever possible, include well-designed qualitative and quantitative research that focuses on the intended outcomes of the program. During the last eight years, Brewster Academy, a coeducational independent secondary school, has engaged in a comprehensive school reform effort that has resulted in the reengineering of all aspects of the school’s programs. (Bain, 1996; Bain, Fallon & Smith, 1999; Brosnan, 1996; McCord, 1999). The tenets, programs, and practices developed and implemented in Brewster’s reengineering program are based upon a comprehensive approach, known as the School Design Model-SDM© (Bain, 1994). The SDM© is targeted at accelerating the growth of students academically and socially, and reflects the sustained systemic effort recommended for major reform efforts. Brewster’s mission is focused on preparing students for success in higher education. The school accepts students across the ability spectrum, 25 percent of whom meet accepted classification criteria for learning disability (Mercer, 1990). The overall performance profile for students entering the school approximates that of the average U.S. secondary school on standardized tests of achievement (Bain, 1999). Prior to the implementation of the SDM© program in 1993, Brewster’s educational approach was consistent with that of many independent schools accredited by the New England Association of Schools and Colleges. The school offered a traditional college preparatory curriculum in a residential environment that included small classes and the opportunity for additional academic and learning support. The academic program, curriculum, professional development, and personnel models reflected the highly autonomous and loosely coupled approach (Weick, 1976) that is the traditional hallmark of independent schooling. The school’s commitment to technology met the classification criteria for a Mid-level Technology Program (MLP) according to the CEO Forum’s widely recognized set of descriptive criteria for technology use in schools (CEO Forum, 1999). Midtechnology schools are characterized by moderate access ratios, eight students per computer, a mix of new and old technologies, and a moderate number of networked computers. Approximately 45 percent of schools in this category do not have a campus local area network (LAN), as was the case at Brewster. In these schools, computer use is routine and often not integrated into the curriculum.