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CPRE Releases Study of Instructional Improvement

December 1, 2009

New findings from a study of instructional improvement reveal important insights about the process of school improvement by design and how to study this process: 1. Design-based instructional improvement comes in many forms. Intervention providers, for example, can vary in terms of how they organize schools to manage the process of instructional improvement and in the kinds of instructional practices they seek to put in place in schools. 2. It’s important to look closely at instruction when studying the process of instructional improvement. While that point seems obvious, it is amazing how much research on school reform avoids directly measuring instructional practice when trying to explain student achievement outcomes. 3. The study confirms the larger “logic model” of school improvement by design. That logic model points to the importance of two dimensions of design—the way designs organize schools to produce instructional change, and the kinds of instructional changes the design envisions. Read ‘School Improvement by Design: Lessons From a Study of Comprehensive School Reform Programs’ here.