A r c h i v e d  I n f o r m a t i o n


Studies of Education Reform

Fitting the Pieces

Education Reform That Works


Steven Klein
Elliott Medrich (Project Director)
Valeria Perez-Ferreiro
MPR Associates, Inc.

U.S. Department of Education
Office of Educational Research and Improvement


U.S. Department of Education
Richard W. Riley
Secretary

Office of Educational Research and Improvement
Sharon P. Robinson
Assistant Secretary

Office of Reform Assistance and Dissemination
Ron Cartwright
Acting Director

October 1996

Reprinted November 1997

The Studies of Education Reform were initiated by the former Office of Research in OERI under the guiding hand of its Acting Director, Joseph C. Conaty, currently Director of OERI's National Institute on Student Achievement, Curriculum, and Assessment.

Studies of Education Reform

The 12 studies were commissioned by the Office of Educational Research and Improvement (OERI) in 1991 and were all completed by fall 1995. Each study comprises three volumes. Volume I contains a discussion of the study, case study summaries of the schools or school districts examined, and recommendations. Volume II contains detailed case studies. Volume III is a technical appendix explaining the study's methodology. OERI is publishing all Volumes I as a set. Titles in this series are:

Systemic Reform
Early Childhood Reform in Seven Communities
Education Reform and Students at Risk
Parent and Community Involvement in Education
The Uses of Time for Teaching and Learning
Systemic Reform in the Professionalism of Educators
Study of Curriculum Reform
Assessment of Student Performance
Assessment of School-Based Management
School Reform and Student Diversity
Technology and Education Reform
Study of School-to-Work Initiatives

The other two volumes for each study are available through the Educational Resources Information Center (ERIC) system.

This study was funded by the Office of Educational Research and Improvement, U.S. Department of Education, under contract no. RN 91-100001. The content does not necessarily reflect the views of the Department or any other agency of the U.S. Government.


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