The Study
In this article, Assistant Professor BetsAnn Smith and colleagues Fred Newman (University of Wisconsin), Elaine Allensworth (Consortium on Chicago School Research), and Anthony Bryk (University of Chicago) present the concept of instructional program coherence and explain why school improvement frameworks that incorporate coherence are more likely to advance student achievement than multiple, unrelated efforts.

Findings
The authors define instructional program coherence as a set of interrelated programs for students and staff that are guided by a common framework for curriculum, instruction, assessment, and learning climate and that are pursued over a sustained period. Reform that strengthens instructional program coherence contrasts with efforts to improve schools through the adoption of a wide variety of programs that are often uncoordinated or limited in scope or duration. The authors propose that reform efforts may fail to improve student achievement if they fail to strengthen instructional program coherence. To find out whether elementary schools with improving instructional program coherence showed improvements in student achievement over multiple years, the researchers focused on the Chicago Public Schools (CPS). Recent CPS policy initiatives have prompted elementary schools to try a variety of approaches to raise students' standardized tests scores. The researchers undertook a combination of statistical analyses and field studies to investigate the extent to which schools channeled their efforts into coherent instructional programs and whether that resulted in improved student achievement. This involved the development of an operational definition of instructional program coherence, and survey measures and field study rubrics based on that definition. They found a strong positive relationship between improving coherence and improved student achievement. Schools that improved their instructional program coherence between 1994 and 1997 demonstrated improved student test scores over the same period of time. The authors also found that instructional program coherence is not easily achieved. The reasons include lack of consensus within a school, factors beyond schools, independent providers of improvement programs and materials, and a system of political control that resists tight coordination and includes frequent changes of leadership. The researchers concluded by outlining activities that would be helpful in strengthening instructional program coherence. One suggestion is for principals to focus their improvement plans, professional development, and acquisition of instructional materials on a few core educational goals pursued through a common instructional framework. Another suggestion calls on foundations and other organizations that support school improvement to emphasize coordination of improvement efforts within schools. In addition, school district policy also could emphasize instructional program coherence as a key dimension of school improvement plans.

What It Means To You
Does your district make a conscious effort to strengthen instructional program coherence? Are there too many short-term and unfocused school improvement projects, programs, and initiatives in your district or building? What strategies can your district pursue to strengthen instructional program coherence?

For More Information
Newman, F.M., Smith, B., Allensworth, E. & Bryk, A.S. (2001). Instructional program coherence: What is it and why it should guide school improvement policy. Educational Evaluation and Policy Analysis, 23(4), 297-321.

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