Improving secondary students' academic achievement through a focus on reform reliability: four and nine years findings from the High Reliability Schools Project

Stringfield, Sam, Reynolds, David and Schaffer, Eugene C. (2008) Improving secondary students' academic achievement through a focus on reform reliability: four and nine years findings from the High Reliability Schools Project. [in special issue: The Effective Classroom and (Far) Beyond] School Effectiveness and School Improvement, 19 (4), 409-428. (doi:10.1080/09243450802535190).

Abstract

The authors describe a reform effort in which characteristics derived from High Reliability Organization research were used to shape whole school reform. Longitudinal analyses of outcome data from 12 Welsh secondary schools indicated that 4 years after the effort was initiated, student outcomes at the sites were strongly positive. Additional quantitative and qualitative data, gathered 5 years after the end of the intervention, indicated that the majority of the schools continued using the high reliability principles and continued making strong academic progress. Results are discussed in terms of the original High Reliability Schools model, systemic effects, and sustainability.

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