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New American Schools (Organization)

Overview
Works: 46 works in 84 publications in 2 languages and 14,084 library holdings
Genres: Case studies  Handbooks and manuals  Drama  Folklore  Abstracts  Documentary television programs  War television programs  Military history  History  Juvenile works 
Classifications: LB2822.82, 371.200973
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Most widely held works about New American Schools (Organization)
 
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Most widely held works by New American Schools (Organization)
Facing the challenges of whole-school reform : New American Schools after a decade by Mark Berends( Book )

4 editions published in 2002 in English and Undetermined and held by 264 WorldCat member libraries worldwide

About a decade ago, New American Schools (NAS) set out to address theperceived lagging performance of American students and the lacklusterresults of school reform efforts. As a private nonprofit organization, NAS's mission was-and is-to help schools and districts raise studentachievement levels by using whole-school designs and design team assistanceduring implementation. Since its inception, NAS has engaged in adevelopment phase (1992-1993), a demonstration phase (1993-1995), and ascale-up phase (1995-present). Over the last ten years, RAND has been monitoring the progress of the NASinitiative. This book is a retrospective on NAS and draws together thefindings from RAND research. The book underscores the significantcontributions made by NAS to comprehensive school reform but also highlightsthe challenges of trying to reform schools through whole-school designs. Divided into sections on each research phase, the book concludes with anafterword by NAS updating its own strategy for the future. This book willinterest those who want to better understand comprehensive school reform andits effects on teaching and learning within high-stakes accountabilityenvironments
Assessing the progress of New American Schools : a status report by Mark Berends( Book )

2 editions published in 1999 in English and held by 207 WorldCat member libraries worldwide

New American Schools (NAS), a private nonprofit corporation, began in 1991 to fund the development of designs aimed at transforming entire schools at the elementary and secondary levels, seeking to engage the nation's best educators, business people, and researchers in an effort to create, test, and foster the implementation of schoolwide designs that "break the mold." The competition, development, and demonstration phases of this effort have been completed; the current "scaling-up" phase, with the goal of forming a critical mass of schools within partnering school districts, began in 1995. This report describes RAND's plan for collecting the data needed to address the overall questions posed for the effort: What were the NAS schools like before they implemented the designs? How have the designs and the assistance they provide evolved over time? Are the critical components of the NAS designs being implemented across a wide array of schools? Do the NAS designs extend beyond changes in school organization and governance and permeate classrooms to change curriculum and instruction? Over time, what is the progress of the schools being assisted by NAS design teams in improving student and school performance? Also described is RAND's analysis of the baseline characteristics--demographics, climate, and test scores--of NAS schools in the early implementation stages of the scale-up phase, an analysis that sought to answer the first of the overall questions: What were the NAS schools like before they implemented the designs?
New American Schools after six years by Thomas Keith Glennan( Book )

4 editions published in 1998 in English and Undetermined and held by 200 WorldCat member libraries worldwide

In July 1991, New American Schools (NAS) was established to develop designs for what were termed "break-the-mold" schools. Its initial goal was to create designs to help schools enable students to reach high educational standards. This simple goal has evolved into something considerably more complex. The notion of a whole-school design remains at the core of the New American Schools mission. Experience made clear, however, that designs by themselves were unlikely to effect change in schools. NAS and its design teams began work to develop design team capabilities to assist schools to implement the designs, terming this "design-based assistance." Experience also made clear that the character of the school district influenced a school's success in implementing the designs. Thus, in the last two years, NAS has devoted increasing attention to helping jurisdictions develop what it terms a "supportive operating environment." This evolution in the NAS program reflects an awareness that NAS initiative is only one of many factors affecting school performance in participating jurisdictions. For example, building and district leadership, teacher quality, union support, and community support also play major roles in shaping those outcomes. RAND, in its role as evaluator of the NAS initiative, will continue to carry out a variety of studies of the NAS initiative in an effort to understand the effects of many of these factors on student outcomes
Lessons from New American Schools' scale-up phase : prospects for bringing designs to multiple schools by Susan J Bodilly( Book )

2 editions published in 1998 in English and held by 194 WorldCat member libraries worldwide

New American Schools was established in 1991 to help schools transform themselves into high-performing organizations. This report is a formative assessment of the first two years (1995-1997) of the scale-up phase, during which NAS partnered with 10 jurisdictions to implement design-based programs for improving student performance. A series of lessons emerged from this analysis: (1) The effort at school reform is complex because of the multiple actors involved. (2) Design teams do not accomplish implementation by themselves but only with the cooperation of schools and districts. (3) Teachers found stable school and district leadership and clear signals about the effort's priority to be important. Perhaps the most important lesson is that there still are no silver bullets for ensuring the implementation of reforms, but several districts have made significant progress in the two-year period
Blueprints for school success : a guide to New American Schools designs by New American Schools (Organization)( Book )

1 edition published in 1998 in English and held by 113 WorldCat member libraries worldwide

New American Schools (nas) is a nonprofit, nonpartisan organization that was founded by business leaders who wanted to improve the quality of public education. To explain how this organization works, an overview of its strategies for helping schools is provided here. The guide is intended for education leaders, policy makers, parents, and community members, and it offers background material on nas, information about how its design teams assist schools, and suggestions on the selection and implementation of comprehensive school designs. The first section provides an overview of nas, describing the basic principles guiding the nas design teams, and suggests the benefits of working with a design team. Subsequent sections offer guidelines to help individual schools select and implement a comprehensive school-improvement design; guidelines for school districts, including a general overview of how school districts can support individual schools; and guidelines for states, which describe how states can help schools and districts tap federal funding for the implementation of research-tested, comprehensive school-improvement plans. The guide also offers descriptions of various nas designs and describes how schools using designs teach the educational basics. An appendix offers some examples of "tools" that have proven useful in implementing designs. (Rjm)
Listen, discuss and act : parents' and teachers' views on education reform by Denver, Co Education Commission of the States( Book )

2 editions published in 1996 in English and held by 15 WorldCat member libraries worldwide

New American Schools (nas) is a coalition of several partners dedicated to supporting innovative, successful schools throughout the country. The partners include the Education Commission of the States, the New American Schools Development Corporation, the seven nas design teams, the rand corporation, and various school districts and states. This publication presents findings of a study that examined the reactions of parents, teachers, and students to the various principles and practices included in the New American Schools designs. Data were derived from a telephone survey of 2,700 parents in 7 of the cities and states in which the nas effort was initially concentrated (San Diego, California; the state of Kentucky; the state of Maryland; Cincinnati, Ohio; Philadelphia and Pittsburgh, Pennsylvania; and Seattle, Washington) and from focus group interviews with parents, teachers, and one group of students. Findings indicate that parents and teachers are enthusiastic about the basic ideas of education-reform proposals; are hesitant to believe that ideas for reform can become a reality; have different views about when teachers' professional development should happen and who should pay; believe that student evaluation should combine a variety of approaches; agreed that accountability for student success rests on parents and students as well as educators; and believe that parental involvement is necessary for educational improvement. Additionally, parents rely on teachers and students for information about education; desire change, but disagree sharply over how much and what kind; believe that public schools are on the wrong track, even in their own communities; and want higher standards, while teachers are less sure. (Lmi)
New American Schools : getting better by design( Visual )

2 editions published in 1999 in English and held by 13 WorldCat member libraries worldwide

This nine-part workshop series examines New American Schools, a leader in the growing national movement known as "comprehensive school reform," and its Design Teams, which take different approaches to helping schools to raise the achievement level of all students
How to rethink school budgets to support school transformation by Allan Odden( Book )

1 edition published in 1997 in English and held by 5 WorldCat member libraries worldwide

Exploring comprehensive school reform( Book )

1 edition published in 2001 in English and held by 3 WorldCat member libraries worldwide

From whole school to whole system reform by Monica Martinez( Book )

1 edition published in 2004 in English and held by 2 WorldCat member libraries worldwide

New American Schools annual report by New American Schools (Organization)( )

in English and held by 2 WorldCat member libraries worldwide

Implementation in a longitudinal sample of New American Schools : four years into scale-up by Sheila Nataraj Kirby( Book )

1 edition published in 2001 in English and held by 1 WorldCat member library worldwide

"New American Schools (NAS) was founded in 1991 as a private, non-profit organization dedicated to whole-school reform. NAS's mission is to help schools and districts significantly raise the achievement of large numbers of students with whole-school designs and the assistance design teams provide during the implementation process. NAS is currently in the scale-up phase of its effort in which the designs are being widely diffused in partnering jurisdictions across the nation. An earlier report, Implementation and Performance in New American Schools, by Berends, Kirby, et al. (2001) provided an overview of the progress in implementation and performance in a longitudinal sample of schools three years into the scale-up phase. This report provides an update on the progress of implementation a year later. These schools adopted one of seven NAS designs and are located in one of seven jurisdictions that chose to partner with NAS at the beginning of the scale-up phase. The study focused on three research questions: What was the level of implementation in NAS schools four years after scale-up and how has this changed over time? What factors impeded or facilitated the implementation of NAS designs in these schools? Among schools that dropped the NAS designs, what factors contributed to this decision? The report makes clear that several factors need to be aligned for designs to be well-implemented in schools: strong principal leadership, teachers who support the designs and have a strong sense of efficacy, strong district leadership and support, and clear communication and assistance from design teams. Without strong implementation, the promise of these designs to help schools improve is unlikely to be met. These are sobering and important lessons for federal, state, and local efforts aimed at comprehensive school reform."--Rand abstracts
Many programs, one investment : combining federal funds to support comprehensive school reform( Book )

1 edition published in 2000 in English and held by 1 WorldCat member library worldwide

Reinvesting in teachers : aligning district professional development spending to support a comprehensive school reform strategy( Book )

1 edition published in 1999 in English and held by 1 WorldCat member library worldwide

Roots & wings( Visual )

1 edition published in 1998 in English and held by 1 WorldCat member library worldwide

"Explore the premise of this research-based design: every child will progress successfully through the elementary grades no matter what it takes--from providing 'roots' through early intervention and one-on-one tutoring to 'wings' in the curriculum that reach beyond basic skills."--Annenberg website
Urban Learning Centers( Visual )

1 edition published in 1998 in English and held by 1 WorldCat member library worldwide

"See how Urban Learning Centers helps schools to know students well from pre-kindergarten through 12th grade, to organize around what students know and need to know, to build values, and to address issues of health and well-being that can impede learning."--Annenberg website
Revising school schedules to create common planning time and literacy books : five case studies( Book )

1 edition published in 2000 in English and held by 1 WorldCat member library worldwide

The Big picture by Michael M Gottesman( Visual )

1 edition published in 1998 in English and held by 1 WorldCat member library worldwide

"New American Schools answered a presidential challenge to create the next generation of American schools. Practitioners and experts, including Secretary of Education Richard Riley, discuss how the work of its Design Teams in nearly 2,000 schools nationally has spurred the comprehensive school reform movement, including new federal aid targeted at schools working to transform themselves."--Annenberg website
Every child a star by New American Schools (Organization)( Book )

1 edition published in 2000 in English and held by 1 WorldCat member library worldwide

Money matters : rethinking school and district spending to support comprehensive school reform( Book )

1 edition published in 2000 in English and held by 1 WorldCat member library worldwide

 
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Facing the challenges of whole-school reform : New American Schools after a decade
Alternative Names

controlled identityNew American Schools Development Corporation

NAS

NAS (New American Schools (Organization))

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Assessing the progress of New American Schools : a status reportNew American Schools after six yearsLessons from New American Schools' scale-up phase : prospects for bringing designs to multiple schoolsImplementation in a longitudinal sample of New American Schools : four years into scale-upBold plans for school restructuring : the New American Schools designsImplementation and performance in New American Schools : three years into scale-upChallenges of conflicting school reforms : effects of New American Schools in a high-poverty district