|Just kidding: Reformation (get it)|
Baltimore City schools sought to affect change by promoting and implementing a school improvement grant to promote literacy and close the learning gap in elementary education. The Success for All program (1993), “uses research-based preschool and kindergarten programs, beginning and intermediate reading programs in Grades 1-3, one-to-one tutoring for low-achieving students, family support programs, and other elements” documented significant reading gains in African-American students across the board (Madden, Slavin, Karweit, Dolan, & Wasik, p. 124).
|I case you needed a visual of stakeholders|
In short, when strategically planned and transparently implemented, whole-school reform is successful in effecting change in a school at all levels.
Madden, N. A., Slavin, R. E., Karweit, N. L., Dolan, L. J., & Wasik, B. (1993). Success for All: Longitudinal effects of a restructuring program for inner-city elementary schools. American Educational Research Journal , 30 (1).
Snyder, F., Flay, B., Vuchinich, S., Acock, A., Washburn, I., Beets, M., et al. (2010). Impact of a social-emotional and character development program on school-level indicators of academic achievement, absenteeism, and disciplinary outcomes: A matched-pair, cluster-randomized, controlled trial . Journal of Resarch on Educational Effectiveness , 3, 26-55.