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We begin this chapter by setting the stage with a brief review of the literature on effective school practices, primarily focusing on racially and linguistically diverse districts and schools. We then discuss the background of this project, describing how we conducted a review of research on linkages between policy domains in an educational reform context. We next analyze, across the education system, those linkages that enhance the likelihood that these practices can be institutionalized, and close with directions for future research. The research base on school-level reform practices that lead to measurable improvements in student learning in high-poverty, culturally diverse urban settings is quite large (e.g., Teddlie & Reynolds, 2000; Teddlie, Stringfield, & Reynolds, 2000), yet few studies isolate the effects for language minority students (Goldenberg, 1996). We agree with the perspective that findings from the more “generic” effective schools research are probably applicable to English Language Learners (ELLs), even if ELL issues are neither specifically highlighted nor directly addressed. However, “other factors related to language, culture, or immigration experience are also likely to come into play for [Limited English Proficient] students” (Goldenberg, 1996, p. 1). School effects and school improvement research have consistently identified several core elements that result in improved student achievement. These include a pervasive focus on learning; attention to producing a positive school climate; initiatives to involve parents in productive ways; support systems to help students achieve success; specific efforts to achieve equity in learning opportunities and outcomes; multicultural education strategies; challenging academic content; and opportunities for students to use dialogue and ideally develop both their native language and English language skills (e.g., Brophy, 1982; Chrispeels, 1992; Cotton, 1995; Levine, Levine, & Eubanks, 1985; Tharp, Estrada, Dalton, & Yamauchi, 2000). |
