Basic School Articles: Evidence of Effectiveness
1. Theoretical or research foundation for the program:
The Basic School report was based on the knowledge and practice that clearly illustrated that fragmented approaches to reform are not successful. A good math program, or an innovative reading approach, by themselves, do not make a school of excellence. Twenty years, from the 70's to the 90's, proved that. Surveys conducted by The Carnegie Foundation For The Advancement Of Teaching of thousands of teachers and parents demonstrated clear patterns of excellence in schools. These surveys and research by noted educators determined the priorities listed in the Carnegie report. The work of the following educators helped to form the basics for the Basic School.
Thomas Sergiovanni - community
Heidi Hayes Jacobs - integrated curriculum
Jay McTighe/Grant Wiggins - assessment
Joyce Epstein - parents as partners in their children's education
Eric Schaps, Kevin Ryan, Thomas Lickona - character education
2. Evaluation-based evidence of student achievement:
Many Network Schools have been recognized for their student achievement on standardized tests and in other areas: P. S. 7, Willard Model School, Danebo Elementary School, Jackson-Keller Elementary School, Irving Weber School, etc. See Update for details.
3. Evidence of effective implementation:
The Basic School Network began as a cohort of 12 schools in 1994. In 1998 there are over 100 schools organizing as Basic Schools in the United States and abroad (the framework is universal) with the number growing daily. All but 16 of these schools are using their own funding for this effort.
4. Evidence of replicability:
The Basic School Network includes public urban and suburban schools, a Catholic and a Christian school, a charter school, a Native American Tribal school, Overseas Schools for American dependents and host country nationals sponsored by the U.S. Department of State's Overseas Schools, magnet schools, art schools, etc. The flexible framework of the priorities for renewal and the individual ways in which schools determine to implement them make this model easier to replicate. It offers a framework for change, not a prescription.
A Climate for Learning - one that offers small class size, appropriate resources for learning, enriched experiences outside of the classroom, health and nutritional services for students if a need exists, additional learning opportunities during the summer months and on Saturdays if students require such assistance. The calendar and school day are scheduled to meet student rather than administrative needs.
A Commitment to Character - adults in the school are role models for students for learning and for life. The everyday curriculum, not an add-on program, provides ample content for discussion of exemplary lives and events. Service programs are an integral part of each thematic unit and students generally design the projects themselves.
Teachers in the Basic School Network work collaboratively to plan curriculum and to teach in teams when that strategy is helpful to students. They integrate content, use literature for a rich curriculum base, infuse learning through technology throughout the curriculum, and include the arts in their classrooms on a daily basis. Parents are part of the teaching and learning equation, offering their talents and development new ones through their work in the school.
Community sponsors invest time and resources to make the school a better place for children, and seven core virtues are taught and lived on a daily basis in the school
2. Comprehensive design with aligned components:
The Basic School Network represents a comprehensive school reform design that brings together in one place the four research-based components of an effective school. It addresses a sense of community which sets the tone for accomplishment in the school. It promotes an integrated, thematic curriculum with a literature base that connects the disciplines, is developed specifically for each school to meet district and state standards, and provides a framework for learning applicable to all children. The curriculum is aligned across a grade level and vertically from kindergarten through sixth grade.
3. Professional development:
The Basic School Network offers an annual Summer Institute to which schools send a team of teachers for in-depth training and networking with like-minded practitioners. Staff development is planned through the year to focus on implementation needs. Electronic communication with grade-level practitioners in other Network schools and with a consultant are provided throughout the year.
4. Measurable goals and benchmarks:
No two Basic Schools are alike, so goals and benchmarks are determined for each school according to its district and state performance standards. Curriculum is developed around these standards so that it is fully aligned with the measures by which schools are accountable.
5. Support within the school:
Only schools that have a critical mass of their staff sign onto the program and who can demonstrate district level support are accepted as members of the Basic School Network. Many principals have introduced their schools to the concepts, but engagement with the ideas does not occur until there is a demonstrated level of support for the program. Support is usually determined after the staff has had an opportunity to read the report, The Basic School: A Community for Learning, in a study group format and discuss it fully.
6. Parental and community involvement:
Parents and community are integral to the success of Basic School Network implementation. The first chapter in the report (see title above) deals with this topic.
7. External technical support and assistance:
Many Basic Schools have a university partner that assist them with in-service, teaching strategies, modes of assessment, etc. The important aspect of such assistance is that (a) the university or partner has a working understanding of the unique and highly nuanced aspects of the Basic School Network as a program of reform and (b) the partner is in service to the school--the school determines needs and priorities, not the partner.
Other agencies are often mobilized for assistance to schools. For example, the National Reading Styles Institute was called in to offer technical support to Network Schools with a specific need for innovative reading strategies.
8. Evaluation strategies:
Basic School Network consultants work with the school to set goals, collect baseline data and to monitor progress during the school year. Each Basic School uses the specific standardized tests for which it is accountable as one measure of its progress. Teacher and parent satisfaction is another measure, as is attendance, level of discipline referrals, parent involvement, etc.
9. Coordination of resources:
Basic School Network consultants assist the school management team in identifying available resources, reviewing grant applications and in sharing information about what is available to schools and where to locate such data.
