ERIC Number: ED368792
Record Type: RIE
Publication Date: 1994-Mar
Reference Count: N/A
The Northwest Guilford High School Heterogeneous Grouping, Algebra IA and IB, and Guided Studies Programs. Evaluation Report.
Harman, Patrick; And Others
Northwest Guilford High School, Guilford County (North Carolina), is an essentially rural, largely white school that serves about 1,200 students from all socioeconomic levels. An evaluation was conducted of a heterogeneous grouping project involving students in a 2-year sequence of algebra for those who scored below the 40th percentile on a standardized mathematics test and the Guided Studies program, which is for students having difficulty in English, science, and social studies. Heterogeneous grouping was begun in 1990-91 in response to the high percentage of students planning postsecondary education and the apparent polarity between college preparatory and vocational students. A survey completed by 18 teachers, interviews with a 4-member Parent Advisory Group, and a survey of the junior class provided information about the program and responses to it. Although teachers reported initial misgivings, they agreed that the change has resulted in better learning and better student grades. Parents were supportive, and student attitudes toward the program were good. Students generally felt that teachers expected more and worked to make sure students had learned the material. Program descriptions and the student survey are attached. (Contains 6 references.) (SLD)
Descriptors: Algebra, College Preparation, Educational Change, Equal Education, Heterogeneous Grouping, High School Students, High Schools, Parent Attitudes, Program Evaluation, Rural Schools, Secondary School Teachers, Standardized Tests, State Legislation, Student Attitudes, Surveys, Teacher Attitudes, Teacher Expectations of Students, Training, Vocational Education
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Guided Study; Guilford County School District NC
Note: Paper presented at the Annual Meeting of the North Carolina Association for Research in Education (Greensboro, NC, March 1994).