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Home > About CES
Results for Kids
The Coalition of Essential Schools has been documenting the process and outcomes of school reform since its inception over 20 years ago. We have found that students who attend Essential Schools across the country are making striking academic progress. Here are a few examples of recent studies examining students at CES schools. We also provide a bibliography of articles about the experience and effectiveness of CES work in schools.
(Please note: some of these documents are quite large, and so may take a little while to fully download into your web browser.)
 The Center for Collaborative Education (2007). Strong Results, High Demand: A Four-Year Study of Boston's Pilot High Schools, CCE: Boston, MA.
Coalition of Essential Schools (2006). Measuring Up: Demonstrating the Effectiveness of the Coalition of Essential Schools. This report documents recent efforts to assess the impact of the CES Common Principles on students’ intellectual and social growth and development. It illustrates key findings from three recent research studies and provides profiles of a number of individual schools involved in those studies.
The Center for Collaborative Education (2006). Progress and Promise: A report on the Boston Pilot Schools, CCE: Boston, MA.
The Center for Collaborative Education (2004).
How Are Boston Pilot School Students Faring? Student Demographics, Engagement, and Performance, 1998-2003.
These papers examine schools in the Boston Pilot School Network, seven of which are CES Schools, and address their efficacy in terms of student outcomes.
Foote, M. (2005). The New York Performance Standards Consortium College Performance Study. New York Performance Standards Consortium, NY, NY.
This report examines the college-going rates and success of students from high schools aligned with the Performance Consortium, the CES center in New York City. Each school examined is a highly implementing CES school and includes such CES features as: performance-based assessments, small size, interdisciplinary, 'less is more' curriculum focused on inquiry and intellectual skills, and project-based learning.
EdVisions (2005). EdVisions Five-Year Report: Less, More and Better. EdVisions, Henderson, MN.
In this study, the authors find that EdVisions schools outperform comparable schools in student achievement and that students in EdVisions schools were more likely to increase in 'Hope', a series of attributes including belongingness and engagement; autonomy, self-directed learning, and a learning goal orientation. You can read more about this report at www.edvisions.com.
Darling-Hammond, L. Ancess, J., and Ort, S. W. (2002). Reinventing High School: Outcomes of the Coalition Campus Schools Project. American Educational Research Journal, 39(3). P639-673.
This seven-year study of the Coalition Campus Schools Project in New York City documented a unique "birthing" process for new, small schools that were created to replace a failing comprehensive high school produced. The study found that five new schools had, as a group, substantially better attendance, lower incident rates, better performance on reading and writing assessments, higher graduation rates, and higher college-going rates than the previous school, despite serving a more educationally disadvantaged population of students. The schools shared a number of design features, detailed in this study, which appeared to contribute to these outcomes.
Coalition of Essential Schools (2001). Principles at Work. Oakland, CA
This report compares 41 high implementing CES schools to a national sample on a variety of student outcome and engagement measurements.
A Report on the Coalition of Essential Schools' Work with Comprehensive School Reform Demonstration (CSRD) Schools in Ohio, Maine, Massachusetts and Michigan (2002). Coalition of Essential Schools, Oakland, CA.
This report features (1) vignettes documenting a variety of ways in which students thrive academically in CES schools where teachers create challenging opportunities and offer personalized support and (2) evidence that such learning environments also result in increased student achievement on traditional measures.
Page last updated: March 20, 2006
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