Teachers demonstrate a balanced approach to instruction, including phonics and whole language. Students have opportunities to learn in a collaborative environment. Both students and teachers hold high expectations for success. Teachers are supported to be decision-makers. Administrators support teachers as learners through professional development opportunities.
Sufficient time is allocated for both formal and informal planning for instruction.
Teachers and students benefit from community support. Teachers and administrators are aware of the costs associated with program implementation. Teachers and administrators explore avenues of possible sources of financial support for the program. Larger studies involving a larger sample of high-performing schools whose programs are followed over the course of at least one academic year should be conducted. Such a study would permit a more thorough investigation of similarities and differences in program structure and implementation by location, which was not possible with the present study due to a limited sample.