Preliminary Evaluation of Office of Academic Achievement's Programs 1990-1991. Report No. 91-4.
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ERIC Institute of Education Sciences
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| Natura: | Recurso educativo Open Access |
| Lingua: | en |
| Pubblicazione: |
1991
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| _version_ | 1867181816404770816 |
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| author | Swanson, Judy |
| author_facet | Swanson, Judy Swanson, Judy |
| collection | Education Resources Information Center |
| contents | Preliminary Evaluation of Office of Academic Achievement's Programs 1990-1991. Report No. 91-4. Swanson, Judy Academic Achievement Computer Assisted Instruction Early Childhood Education Elementary Education High Risk Students Multicultural Education Parent Participation Pilot Projects Program Evaluation Program Implementation Public Schools School Districts School Restructuring Urban Schools Three programs sponsored by the Seattle (Washington) public schools' Office of Academic Achievement were evaluated: the Academic Achievement Project, Early Childhood Model (ECM) Schools, and Pilot Projects. Academic Achievement projects were designed to increase the academic achievement of at-risk learners and to decrease disproportionality. The ECM is a philosophy of early childhood education organized around a set of core characteristics. There were five pilot projects: two were building-based methods for restructuring schools; one focused on oral language and multicultural history; one was a computer-aided instruction system; and another was library based and encouraged parents reading with their children. Data were collected through interviews, observations, teacher questionnaires, and score analysis. The following were the major findings: (1) change was slow and gradual; (2) ease of implementation of the pilot projects was varied; (3) some classroom attitudes began to change; (4) there were no measurable effects on achievement gains or any reduction in disproportionality; and (5) there were substantial correlations between the level of implementation and achievement gains: as the level of implementation increased, achievement gains increased. The report includes four references and a table summarizing the data. (JB) |
| format | Recurso educativo Open Access |
| id | eric_ED338778 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 1991 |
| record_format | eric |
| spellingShingle | Preliminary Evaluation of Office of Academic Achievement's Programs 1990-1991. Report No. 91-4. Swanson, Judy Academic Achievement Computer Assisted Instruction Early Childhood Education Elementary Education High Risk Students Multicultural Education Parent Participation Pilot Projects Program Evaluation Program Implementation Public Schools School Districts School Restructuring Urban Schools Preliminary Evaluation of Office of Academic Achievement's Programs 1990-1991. Report No. 91-4. Swanson, Judy Academic Achievement Computer Assisted Instruction Early Childhood Education Elementary Education High Risk Students Multicultural Education Parent Participation Pilot Projects Program Evaluation Program Implementation Public Schools School Districts School Restructuring Urban Schools Three programs sponsored by the Seattle (Washington) public schools' Office of Academic Achievement were evaluated: the Academic Achievement Project, Early Childhood Model (ECM) Schools, and Pilot Projects. Academic Achievement projects were designed to increase the academic achievement of at-risk learners and to decrease disproportionality. The ECM is a philosophy of early childhood education organized around a set of core characteristics. There were five pilot projects: two were building-based methods for restructuring schools; one focused on oral language and multicultural history; one was a computer-aided instruction system; and another was library based and encouraged parents reading with their children. Data were collected through interviews, observations, teacher questionnaires, and score analysis. The following were the major findings: (1) change was slow and gradual; (2) ease of implementation of the pilot projects was varied; (3) some classroom attitudes began to change; (4) there were no measurable effects on achievement gains or any reduction in disproportionality; and (5) there were substantial correlations between the level of implementation and achievement gains: as the level of implementation increased, achievement gains increased. The report includes four references and a table summarizing the data. (JB) |
| title | Preliminary Evaluation of Office of Academic Achievement's Programs 1990-1991. Report No. 91-4. |
| topic | Academic Achievement Computer Assisted Instruction Early Childhood Education Elementary Education High Risk Students Multicultural Education Parent Participation Pilot Projects Program Evaluation Program Implementation Public Schools School Districts School Restructuring Urban Schools |
| url | https://eric.ed.gov/?id=ED338778 |