Journal of Personnel Evaluation in Education

, Volume 20, Issue 3–4, pp 129–145

School Based Management: A Concept of Modest Entitivity with Modest Results

Article

Abstract

This paper discusses the concept of school-based management (SBM), often also called whole school reform. The paper is in four sections: (1) A description and discussion of what is meant by school-based management; (2) a review of the literature about its implementation; (3) a review of its effects on students; and (4) some general conclusions. The main arguments are that SBM is a concept of modest entitivity and that this contributes to the only modest achievement effects that have been attributed to SBM reforms to date when higher quality evaluations are performed.

Keywords

Evaluation Whole school reform Comprehensive school reform School based management Comer Achievement Education Urban school reform 

References

  1. Borman, G. D., Hewes, G. M., Overman, L. T., & Brown, S. (2003). Comprehensive school reform and achievement: A meta-analysis. Review of Educational Research, 73(2), 125–230.CrossRefGoogle Scholar
  2. Comer, J. P. (1988). Educating poor minority children. Scientific American, 259(5), 42–48.CrossRefGoogle Scholar
  3. Cook, T. D., Habib, F., Phillips, M., Settersten, R. A., Shale, S. C., & Degirmencioglu, S. M. (1999). Comer’s School Development Program in Prince George’s County: A theory-based evaluation. American Educational Research Journal, 36(3), 543–597.Google Scholar
  4. Cook, T. D., Hunt, H. D., & Murphy, R. F. (2000). Comer’s School Development Program in Chicago: A theory-based evaluation. American Educational Research Journal, 37(2), 535–597.Google Scholar
  5. Cook, T.D., & Hirschfield, P. J. (2007). Comer’s School Development Program in Chicago: Effects on involvement with the juvenile justice system from the late elementary through the high school years. American Educational Research Journal (in press).Google Scholar
  6. Diamond, J. B., & Payne, C. M. (2002). The Comer School Development Process: Developing leadership in urban schools. In A. Datnow, & J. Murphy (Eds.) Leadership lessons from comprehensive school reforms. Thousand Oaks, CA: Corwin Press.Google Scholar
  7. Herman, R., Aladjem, D., McMahon, P., Masem, E., Mulligan, I., O’Malley, A., et al. (1999). An educators’ guide to schoolwide reform. Washington, DC: American Institutes for Research.Google Scholar
  8. Millsap, M. A., Gamse, B., Beckford, I., Johnston, K., Chase, A., Hailey, L., et al. (1994). Evaluation of spreading the Comer School Development Program and Philosophy. Cambridge, MA: Abt Associates.Google Scholar
  9. Payne, C. M. (2003). “I don't want your nasty pot of gold": Urban school climate and public policy. Evanston, IL: Northwestern University.Google Scholar
  10. Rowan, B., Camburn, E., & Barnes, C. (2004). Benefiting from comprehensive school reform: A review of research on CSR implementation. In C. Cross (Ed.) Putting pieces together: Lessons from comprehensive school reform research (pp. 1–52). Washington, DC: National Clearinghouse for Comprehensive School Reform.Google Scholar
  11. Slavin, R., & Madden, N. (2001). One million children: Success for all. Thousand Oaks, CA: Corwin.Google Scholar
  12. Snipes, J. C., Holton, G. I., & Doolittle, F. C. (2006a). Charting a path to graduation: The effect of Project GRAD on elementary school student outcomes in four urban school districts. New York, New York: MDRC.Google Scholar
  13. Snipes, J. C., Holton, G. I., Doolittle, F. C., & Sztejnberg, L. (2006b). Striving for student success: The effect of Project GRAD on high school student outcomes in three urban school districts. New York, New York: MDRC.Google Scholar

Copyright information

© Springer Science + Business Media, LLC 2007

Authors and Affiliations

  1. 1.Institute for Policy ResearchNorthwestern UniversityEvanstonUSA

Personalised recommendations