proficiency provide an initial validation of the TDMS model and its belief that a challenging instructional program, sufficiently supported and implemented schoolwide, can lead to large and widely distributed achievement gains in schools that serve young adolescents placed at risk.
Consequently, these early results leave us hopeful that challenges raised by the leaders of the major middle school reform initiatives can be met. It will not be easy. Our own experience confirms that it will require constant attention at multiple levels ( Useem, Christman, Gold, & Simon, 1997) to assure that all students are provided with the learning opportunities, support, and motivation they need in order to succeed. However, our experience also shows that it can be done. The challenge remaining is to produce the same encouraging achievement results elsewhere as this school reform model is extended to more middle schools.
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