Whole School Reform in a Low-Income African American Community: The Effects of the CoZi Model on Teachers, Parents, and Students

This article reports the results of a 1-year evaluation of the CoZi model, a whole school reform model that combines Edward Zigler’s School of the 21st Century (which includes on-site, daylong, and year-round preschool, after-school care, and family support services) with James Comer’s School Develo...

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Bibliographic Details
Published in:Urban education (Beverly Hills, Calif.) Calif.), 2000-09, Vol.35 (3), p.269-323
Main Authors: Desimone, Laura, Finn-Stevenson, Matia, Henrich, Christopher
Format: Article
Language:English
Subjects:
Academic Achievement
African Americans
Black people
Child Development
Early Childhood Education
Education reform
Educational Change
Educational Environment
Elementary schools
Grade 6
Longitudinal Studies
Low Income Groups
Parent Participation
Parents
Participative Decision Making
Preschool Children
Preschool Teachers
Program Evaluation
Reform Strategies
Teacher Attitudes
Teacher Effectiveness
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Summary:This article reports the results of a 1-year evaluation of the CoZi model, a whole school reform model that combines Edward Zigler’s School of the 21st Century (which includes on-site, daylong, and year-round preschool, after-school care, and family support services) with James Comer’s School Development Program, a school management and collaborative decision-making model. The study used written surveys, in-depth interviews, achievement tests, and classroom observations to study teacher, parent, and preschool outcomes in a CoZi elementary school and a comparison school, both of which served predominately disadvantaged students. The CoZi school had significantly higher school climate and parent involvement throughout the year, but across-school changes and levels of achievement, parent-child interaction, parent social and psychological outcomes, and teacher efficacy were not significantly different.
ISSN:0042-0859
1552-8340
DOI:10.1177/0042085900353003