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ERIC Number: ED160644
Record Type: RIE
Publication Date: 1978-Feb
Pages: 201
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Process Evaluation: A Comprehensive Study of Outliers. (Revised, May 1978).
Maryland Univ., Baltimore, Center of Educational Research and Development.; Maryland State Dept. of Education, Baltimore.
As part of the Maryland Accountability Program, basic skills test scores were used to identify eighteen high residual (HRS) and twelve low residual (LRS) elementary schools--schools with generally high or low student achievement. Questionnaires were administered to teachers, principals, students, and teacher aides to identify susbstantial differences between HRS and LRS. A number of positive factors were associated with the high-achieving schools. Principals exercised strong leadership, participated in the classroom, and had high expectations for student and teacher performance. School staff had greater experience, more variety of educational background, and read more educational journals. Parent-teacher relationships were reported as satisfactory. Teachers received high ratings from their principals, were satisfied with opportunities to try new things, expected greater student performance, and reported positive attitudes about education. Teacher aides were used for non-teaching supervision, and worked across all grades with primarily small, low-ability student groups. Schools tended to have open space facilities but traditional curricula, longer days, more team teaching, and smaller classes. Students were rated as highly motivated, had higher socioeconomic status, and had fewer discipline problems. The questionnaires are appended. (Author/GDC)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Maryland Univ., Baltimore, Center of Educational Research and Development.; Maryland State Dept. of Education, Baltimore.
Identifiers: Maryland