IntroductionSchools with high dropout rates are classified as low-performing schools. Since most of our children, who drop out of school, do so in middle school or the first year of high school and their age varies between 12 and 16 years (Cohen & Smerdon, 2009). It is the inability of many middle school children to make the transition to high school that contributes to increased dropout rates. To address the problem of low-performing schools and high dropout rates, federal, local, state governments, and many independent organizations have initiated school reform programs. School reform programs were a means to improve student performance in the classroom and show a measured increase in student achievement (Brandlow, 2001) (Erb, 2006) (National Middle School Association, 2003). This research examines a short amount of data related to Comprehensive School Reform (CSR) and its effects in a multicultural environment on middle school outcomes. The research is intended to help the reader determine whether CSR has actually contributed more to improving middle school outcomes in low-income, multicultural settings than in high-income, non-multicultural settings. History All attempts to reform our schools require significant funding. Over the years, the federal government has funded comprehensive reforms through various government programs. The Title 1 reauthorization of 1994 created "school-wide Title 1" and was followed by the Comprehensive School Reform Demonstration (CSRD) program of 1998. The most current and now widely known program is the "No Child Left Behind Act" of 2001. The Department of Education published guidance in August 2002 defining CSR. It was the Department of Education's belief that... middle of paper... A., Ross, S. M., & McDonald, A. J. (2007). Comprehensive School Reform in Middle Schools: The Effects of Different Ways of Knowing Student Achievement in a Large Urban District. Journal of Education for At-Risk Students, 12(2), 167-183. doi:10.1080/10824660701261128National Association of Middle Schools. (2003). This is what we believe: successful schools for young adolescents. Westerville, OH: AuthorShippen, M.E., Houchins, D.E., Steventon, C., & Sartor, D. (2005). A comparison of two directed reading programs for urban middle school students. Remedial and Special Education, 26(3), 175-175-182Zhang, Y., Fashola, O., Shkolnik, J., & Boyle, A. (2006). Implementation of Comprehensive School Reform and Its Impact on Student Growth Outcome. Journal of Education for At-Risk Students, 11(3/4), 309-329. doi:10.1207/s10824669expr110304_6