Implications for Policymakers

In the previous section, we summarized the overall strategies used by high-poverty schools in their reform process. While the day-to-day work of comprehensive school reform takes place at the building level, policymakers also play an important role in encouraging and supporting school improvement.

Closing the achievement gap between disadvantaged students and their peers is emerging as a national education goal. To stay abreast of policy changes at the federal level, including resources for schools engaging in comprehensive reform, readers can consult the Web site of the U.S. Department of Education (www.ed.gov).

At the state level, the standards and accountability movement supports the school reform strategy of setting high expectations for all learners. Previous research has concluded that successful high-poverty schools exceed the minimum expectations of their states and districts. Policymakers should consider ways to encourage schools to exceed minimum progress and focus on helping students achieve exemplary academic results (Johnson & Asera, 1999). In this context, accountability policies can frame and focus the responsibility felt by educators (Johnson & Asera, 1999).

Schools that have succeeded in reform efforts make good use of resources and have the flexibility to use time and staff to best meet students' needs. State and district policymakers can support school reform by making sure schools are adequately funded, and also allowing decisionmaking to happen at the school level. For example, rather than mandating that all staff members attend inservice training workshops, a district can allow schools to determine how to use their staff time and funding for professional development that will advance reform goals. Schools tackling comprehensive school reform need to be able to tie all resources- federal, state, local, and private-into supporting their improvement plan (Hansel, 2001).

District and state education agencies also can provide local schools with expertise and technical assistance in such areas as instructional improvement, data analysis, and evaluation. Similarly, districts are in a position to help school principals deepen their skills for fostering collaboration and providing instructional leadership.

Parental and community involvement is very important for school reform. Policymakers can take steps to encourage public engagement, such as providing funding for a parent volunteer coordinator or ensuring that community members participate in needs assessments. Finally, policymakers need to keep all stakeholders informed about ongoing efforts to improve results for students.