Impacts of the Co-nect School Reform Design on Classroom Instruction, School Climate, and Student Achievement in Inner-City Schools

This study evaluated the Co-nect school reform design in 5 inner-city schools relative to a matched comparison sample of 4 schools in the same district. Schools in each group were categorized into a lower- or middle-socioeconomic status (SES) subgroup based on the percentage of students qualifying for free or reduced-price lunch, percent minority enrollment, and student mobility rate. Co-nect schools relative to comparison schools demonstrated more positive outcomes on (a) school climate on multiple dimensions; (b) teacher commitment, satisfaction, and buy-in; (c) teacher usage of learner-centered teaching strategies (e.g., projects, teacher coaching); and (d) student usage of technology as a learning tool. On most measures, these effects were more evident in the schools serving lower-SES. Results on the state-mandated standardized achievement test, using both percentile communities and value-added scores, showed a mixed pattern of success, with 3 Co-nect schools demonstrating more positive progress and 2 demonstrating less positive progress relative to comparison schools and state norms. Interpretations of the achievement results and of Co-nect impacts overall are made relative to implementation issues and school characteristics.