ERIC Number: ED027363
Record Type: Non-Journal
Publication Date: 1969
Reference Count: N/A
More Effective Schools, New York City. Elementary Program in Compensatory Education 2.
American Institutes for Research in the Behavioral Sciences, Palo Alto, CA.
The More Effective Schools project, an effort to make the schools better able to solve the basic reading and arithmetic problems of disadvantaged children, brought about a reorganization and expansion of the teaching and administrative staffs of elementary schools in New York City. The combined black and Puerto Rican population in the project schools was greater than 50 percent of the total school population, and all classes (preK-6) were heterogeneously grouped. Class size was reduced, after school study centers were opened, team teaching and other innovations were introduced, and teacher specialists were used. Benefits claimed in reading and arithmetic achievement as measured by standardized tests are conflicting because of the variety of designs used to evaluate student performance. Several interpretations of the data are included in this report, as well as information on staff, program methodology, and costs. (EF)
Descriptors: After School Programs, Compensatory Education, Disadvantaged Youth, Elementary Education, Heterogeneous Grouping, Instructional Innovation, Kindergarten, Mathematics Instruction, Preschool Education, Program Costs, Program Evaluation, Reading Achievement, Reading Instruction, School Personnel, Small Classes, Test Results
Superintendent of Documents, U.S. Government Printing Office, Washington, D.C., 20402 ($0.40)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: American Institutes for Research in the Behavioral Sciences, Palo Alto, CA.
Identifiers - Location: New York (New York)
Identifiers - Assessments and Surveys: Metropolitan Achievement Tests