ERIC Number: ED101860
Record Type: Non-Journal
Publication Date: 1972
Reference Count: N/A
Improvement of Academic Performance of Poor-Prognosis Children through the Use of an Individualized Instructional Program.
Resnick, Lauren B.; Wang, Margaret C.
This paper examined the performance of kindergarten and first grade children in an inner-city school during the first full year of the Primary Education Project (PEP) Quantification (early mathematics) curriculum. The curriculum was based on a hierarchically sequenced set of objectives and accompanying criterion-referenced placement and diagnostic tests. Children were permitted to proceed through the curriculum at varied rates and in various styles. Two basic findings were reported and discussed: (1) strong performance on both the PEP curriculum and a standardized mathematics achievement test suggested the potential of an individualized, mastery curriculum for breaking the cycle of "cumulative deficit" in school performance; and (2) a decrease in predictive power of IQ test scores suggested that instruction in a hierarchically organized curriculum reduces dependence on generalized abilities, in favor of explicitly instructable ones. (ED)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.; Ford Foundation, New York, NY.
Authoring Institution: Pittsburgh Univ., PA. Learning Research and Development Center.