The Impact of State Policies and Actions on Local Implementation Efforts: A Study of Whole School Reform in New Jersey

Walker, Elaine

doi:10.1177/0895904803262146

Cited by 8 publications

(6 citation statements)

References 17 publications

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“…Other structural characteristics, such as grade level and community poverty, have an indirect effect through certain school climate factors, such as organizational capacity and principal support (Payne et al 2006;Payne 2009). Even district and state policies have been shown to affect programs, serving to both insulate and isolate school reform in various ways (Boerm et al 2007;Bosworth et al 1999;Walker 2004).…”

Section: School and Community Structural Factorsmentioning

confidence: 98%

The Relative Importance of Provider, Program, School, and Community Predictors of the Implementation Quality of School-Based Prevention Programs

Payne

Eckert

2009

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Previous research has demonstrated the importance of a variety of factors on the implementation of school-based prevention programs, specifically characteristics of program providers, program structure, school climate, and school and community structure. The current study expands this research by examining the potential relationships between all of these factors and implementation quality in a series of multilevel models. Using data from a nationally representative sample of 3,730 program providers surveyed in 544 schools, it was found that program structure characteristics were of greater importance in the prediction of high quality implementation than were characteristics of the program providers, school climate, and school and community structure. Implications of these findings are discussed.

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Section: School and Community Structural Factorsmentioning

confidence: 98%

The Relative Importance of Provider, Program, School, and Community Predictors of the Implementation Quality of School-Based Prevention Programs

Payne

Eckert

2009

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“…There might be greater scope to affect the returns to human capital at the local level, however, where regional assistance policies can encourage investment in new high-technology ventures which employ and train workers and hence yield extra returns from their human capital (Aitken, Harrison, and Lipsey, 1996;Lipsey and Sjöholm, 2004). And there is often scope for local initiatives to improve the quality of human capital and its relevance to employers (Ferrer, 2000;Carnau, 2004) and to implement national policies with a regional flavor (Spillane, 1999;Walker, 2004).…”

Section: Policy Implicationsmentioning

confidence: 99%

Explaining Regional Variations in Entrepreneurship as Multiple Occupational Equilibria*

Parker¹

2005

J Regional Sci

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The paper proposes a human capital-based model of choice between paid employment and entrepreneurship that can give rise to multiple equilibria in occupational structure. The model is consistent with evidence of pronounced, persistent, and hitherto unexplained regional variations in entrepreneurship. Whether multiple equilibria emerge is shown to depend on the occupation-specific productivity of human capital and the costs of human and financial capital. The paper goes on to discuss the implications for governments seeking to promote entrepreneurship as a tool of regional development policy.

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“…In addition, Payne et al (2006) found that school size and urbanicity influenced quality of implementation, while other characteristics, such as the poverty level, had an indirect effect through certain school characteristics, such as organizational capacity and support. Finally, even district and state policies have been shown to affect program implementation Bosworth et al 1999;Walker 2004).…”

mentioning

confidence: 97%

Do Predictors of the Implementation Quality of School-Based Prevention Programs Differ by Program Type?

Payne

2008

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Research has indicated that the effectiveness of school-based prevention programs is affected by the implementation quality of these programs. As the importance of implementation has become clear, researchers have identified factors that appear to be related to implementation quality, including local program selection and training, integration into school operations, organizational capacity, principal support, and program standardization; however, it is unknown whether the impact of these factors differs by program type. Data from a nationally representative sample of 544 schools are used to create structural equation models representing hypothesized relationships among school and program factors and implementation quality, controlling for exogenous community factors. The relative importance of these factors for individual-level programs, such as behavior modification and counseling programs, versus environmental-level programs, such as improvements to classroom management or school planning and climate change programs, is the focus of this study. Implications for the implementation of school-based prevention program are discussed.

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The Impact of State Policies and Actions on Local Implementation Efforts: A Study of Whole School Reform in New Jersey

Cited by 8 publications

References 17 publications

The Relative Importance of Provider, Program, School, and Community Predictors of the Implementation Quality of School-Based Prevention Programs

The Relative Importance of Provider, Program, School, and Community Predictors of the Implementation Quality of School-Based Prevention Programs

Explaining Regional Variations in Entrepreneurship as Multiple Occupational Equilibria*

Do Predictors of the Implementation Quality of School-Based Prevention Programs Differ by Program Type?

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