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ERIC Number: ED345387
Record Type: RIE
Publication Date: 1992-Apr
Pages: 27
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
More Effective Schools/Teaching Project: Stalking the Fifth Claim?
Meyers, H. W.; Sudlow, Robert
Findings of a study that evaluated the Spencerport, New York, "More Effective Schools/Teaching Project" and examined the project's validation process are presented in this paper. The program model was based on change at the individual school level, administrator/staff collegiality, comprehensive interventions based on school culture, and central office support. Outcomes included an increase in the number of effective school correlates in each district school and increased academic performance. Four types of claims recognized by the Program Effectiveness Panel of the U.S. Department of Education include academic achievement and improvements in teachers' and students' attitudes and behaviors and in instructional practices and procedures. A review of Spencerport's initial validation application to the Department of Education suggests the possibility of a fifth claim--that of improvements in the organizational culture, policies, and long-term outcomes. The Spencerport application was approved based on its case for claims. One figure of an effective schools project flowchart and six tables are included. (45 references) (LMI)
Publication Type: Speeches/Meeting Papers; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Effective Schools Project; Spenceport Central School District NY
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 20-24, 1992).