ccording to Bill Kincaid, project manager of the Comprehensive School Reform Demonstration (CSRD) program for the U.S. Department of Education, the department has been very encouraged by the success and progress of the CSRD program, especially by the fact that states are drawing on the program for the development of other school improvement programs. In Maryland, for example, the School Accountability for Excellence Program has allocated about $2 million using criteria similar to that of the CSRD program for a two-year effort in Baltimore County. Also, there are approximately 60 “Challenge Schools” in Maryland that will receive funding using a similar process. Another example is the Ohio Venture Capital initiative, which is providing over $7 million to support the adoption of reform programs in schools across Ohio. Districts may apply for the Venture Capital resources to support schools that have received CSRD funding.

Kincaid describes the project as a “truly national effort” and reports the department has been pleased by the level of enthusiasm that state and local education agencies have shown. “We are also encouraged by the way the CSRD program has had an impact on state and technical assistance providers working with schools on school-wide programs.”

He notes that states have found the framework of the program useful—both the concept of comprehensive efforts and the framework for effectiveness.

Looking ahead, those organizations involved with CSRD, including the regional education laboratories, reform model developers, the federal department of education, and state departments of education (SEAs), face the challenge of supporting schools in the implementation process over the next year. “Although reports from the field indicate that states have done a conscientious job in providing assistance and support,” observes Kincaid, “there is clearly the need for additional support during the tough implementation process to ensure the schools’ success.”

The Improving America’s Schools regional conferences to be held in Tampa, Salt Lake City, and Denver will include sessions in four areas where assistance is deemed necessary: working with external technical assistance providers; allocation of resources; leadership to support comprehensive school reform at building and district levels; and evaluation.

SEAs that participated in a CSRD early implementation study noted needs critical for SEAs to consider: the evaluation of the CSRD program early in the implementation effort and the state role in assisting schools and districts to develop continuous improvement plans.

The department of education, in conjunction with the regional education laboratories, will be gathering baseline data regarding school climate, achievement data, implementation progress, and the kinds of implementation practices being used by schools. Profiles of the schools will be developed and the information will be shared with Congress.

Also during the next year, a national evaluation of the CSRD program will begin. The evaluation is designed to assess the implementation and impact of research-based models and comprehensive school reform, including

• the impact on student achievement;
• the distribution of CSRD resources, funding and technical assistance to different types of schools;
• the conditions that influence the implementation of research-based models and comprehensive reform programs;
• the changes in practice that occur in districts and schools as a result of implementing research-based models and comprehensive reform programs;
• the effectiveness of different types of models in diverse settings;
• and the extent to which the CSRD program, through guidance, incentives and funding, helps states, dis tricts, and schools leverage federal, state and local resources to support improvement efforts.

Look for information resulting from the evaluation project in future issues of Connections!