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Prospects, special analyses : final report

Author: Kenneth K Wong; Educational Resources Information Center (U.S.)
Publisher: [Washington, DC] : U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, [1996]
Edition/Format:   Book   Microform : National government publication : Microfiche : English
Summary:
This report examines variations in school and classroom attributes that were associated with improved student achievement outcomes. Of particular interest were those attributes of Chapter 1 and regular school programs that contributed to improved outcomes for educationally at-risk students. A secondary focus was to measure the relationships between academic achievement and various student background attributes,  Read more...
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Details

Material Type: Government publication, National government publication, Internet resource
Document Type: Book, Internet Resource
All Authors / Contributors: Kenneth K Wong; Educational Resources Information Center (U.S.)
OCLC Number: 38170783
Notes: Distributed to depository libraries in microfiche.
Shipping list no.: 97-0795-M.
Reproduction Notes: Microfiche. [Washington, D.C.] : Supt. of Docs., U.S. G.P.O., [1997]. 2 microfiches.
Description: 1 volume
Responsibility: Kenneth K. Wong [and others] ; prepared for the U.S. Department of Education, Office of the Undersecretary.

Abstract:

This report examines variations in school and classroom attributes that were associated with improved student achievement outcomes. Of particular interest were those attributes of Chapter 1 and regular school programs that contributed to improved outcomes for educationally at-risk students. A secondary focus was to measure the relationships between academic achievement and various student background attributes, particularly, Chapter 1 participation in math and reading services. The study analyzed data from "Prospects: The Congessionally Mandated Study of Educational Growth and Opportunity," a 6-year longitudinal evaluation of the impact of the Chapter 1 program. The Comprehensive Test of Basic Skills reading and math vertical scale scores were used to fit each student's academic growth trajectory over three testing points--spring 1991 through spring 1993. Hierarchical Linear Models (HLMs) were used to model individual student growth trajectories for 1991-93, school-specific effects on the growth trajectories, and the consequences of variations in school attributes for the school effects. Overall, the results supported some features of the effective-schools model and the idealized school-level attributes advocated by proponents of systemic reform. However, the data did not support the assertion that a focus on student-centered, advanced-skills instruction would improve Chapter 1 students' learning. Second, schoolwide alignment and coordination of Chapter 1 and the regular program was related to increased educational growth. Third, greater school-level decision-making autonomy alone did not influence longitudinal achievement. However, in some cases, schools that integrated collaborative principal-teacher leadership with a clear mission shared by all staff were more likely to contain students with improved learning rates. Policy for high-poverty schools should therefore incorporate: (1) strong collaborative leadership provided by both principals and teachers; (2) a longer academic year; (3) instruction for at-risk students that focuses on the basics through a teacher-directed approach; and (4) collaboration between Chapter 1 and regular staff. Forty-nine tables and appendices containing statistical data are included. (Lmi).

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