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Instructional Program Coherence: What It Is and Why It Should Guide School Improvement Policy

University of Wisconsin, Madison

BetsAnn Smith

Michigan State University

Elaine Allensworth

Consortium on Chicago School Research

Anthony S. Bryk

University of Chicago

We present the concept of instructional program coherence and explain why school improvement frameworks that incorporate instructional program coherence are more likely to advance student achievement than multiple, unrelated efforts. We present evidence that Chicago elementary schools with stronger instructional program coherence make higher gains in student achievement. We also share observations on how, in specific schools, principals and external partners directed key school resources toward the development of instructional program coherence. In closing, we discuss factors within the educational system that discourage instructional program coherence and suggest ways that school leaders, school improvement partners, and policymakers can support greater instructional program coherence.

Educational Evaluation and Policy Analysis, Vol. 23, No. 4, 297-321 (2001)
DOI: 10.3102/01623737023004297


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