Schoolwide Applications Model: Implications for Academic Achievement in the District of Columbia Public Schools

Abstract

This study investigated the impact of the Schoolwide Applications Model (SAM) on the academic achievement of students attending seven schools in the District of Columbia Public Schools (DCPS). Between-subjects ANCOVAs were conducted to compare the academic achievement scores of students attending DCPS SAM schools to the scores of students attending comparable DCPS schools not implementing SAM across three years, while controlling for differences at baseline. Another between-subjects ANCOVA was conducted to analyze the academic achievement of students attending schools with high levels of fidelity to the model to schools with low levels of fidelity to the model and non-SAM comparison schools. A repeated measures ANOVA was conducted to show the effect of SAM on academic achievement of individual students with test scores obtained during all three years of SAM implementation. Results of this study indicated mostly insignificant findings or significant findings in favor of comparison schools. Fidelity of reform implementation, leadership transitions in DCPS, and the sole use of standardized state assessment data to measure student achievement impacted study results. Broader implications of study results on policy, research, and practice are explored. Ideas for future research are also discussed.