Abstract

The School Improvement Grants Program was established in British Columbia in 2001. Seven high-poverty, low-achieving schools were awarded $25,000 each for planning and implementing school improvement projects. At the end of the first cycle of projects in 2004, significant effects were obtained in teacher learning, staff collaboration, teacher professional development, and parental involvement. However, student outcomes did not improve significantly. This paper analyzes the reasons for these findings and makes recommendations for teachers, administrators and policy-makers when planning for future school improvement initiatives.