全球智库信息集成服务系统

Key Findings:

• SIG schools (which implemented a SIG-funded intervention model) reported using more SIG-promoted practices than non-SIG schools (which did not implement a SIG-funded intervention model) in all four areas examined: (1) comprehensive instructional reform strategies, (2) learning time and community-oriented schools, (3) teacher and principal effectiveness, and (4) operational flexibility and support.
• Across all schools, use of SIG-promoted practices was highest in the comprehensive instructional reform strategies area and lowest in the operational flexibility and support area.
• Across the four areas, there were no differences between SIG and non-SIG schools in use of SIG-promoted practices that focused on English language learners (ELLs).