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Effects of Using School-Based Participatory Decision Making to Improve Services for Low-Performing Students

In this study we examined the effects of a multicomponent school reform process. In the first stage, 12 elementary school principals received instruction in using a participatory change process with their schools' staff, along with a host of strategies for instructing and organizing services for remedial and special education students. In the second stage principals (1) led their schools' staff in an assessment of students' needs and worked with teachers in decision making and planning to redesign services for low-achieving students, until (2) school staff reached consensus on a reform plan, and then (3) obtained assistance and training requested by their staffs. In the third stage, schools implemented the new program for 1 year. Measures of teachers' perceptions, students' achievement, and teachers' ratings of student behavior were obtained from 72 teachers and 1,362 students in 12 experimental schools and from 76 teachers and 1,062 students in 10 control schools. Results indicated that the intervention program resulted in positive teacher attitudes toward the change process, in new approaches to organizing instruction, and in more mainstreamed instruction. However, we observed no treatment effects on students' achievement and behavior.