Strategic Inquiry as a Reform Strategy for New York City's Renewal High Schools

• In Event: 28.088 - Fairmont Royal York Roundtable Session Four
  In Roundtable Session: 28.088-5 - Evaluating Programs Supporting Disadvantaged Student Groups

Abstract

This mixed methods study uses a theory of change framework to evaluate Strategic Inquiry (SI) as a model for reform in New York City’s Renewal High Schools. A comparative case study identifies factors that facilitated and hindered implementation of SI using a train-the-trainer approach. A quasi-experimental impact assessment using interview, survey, and administrative data finds that schools shifted toward a culture of inquiry, characterized by increased shared accountability, distributed leadership, and evidence-based instructional practices. Student engagement and achievement improved, especially among students learning English as a New Language and students with disabilities. Findings have implications for educators and policy makers interested in the potential value of SI as a strategy for systemic reform at the school and district levels.

Authors

• Clare Buckley Flack, Teachers College, Columbia University

• Elisabeth Kim, Teachers College, Columbia University

• Priscilla Wohlstetter, Teachers College, Columbia University