ERIC Number: ED261103
Record Type: Non-Journal
Publication Date: 1984
Reference Count: N/A
An Evaluation of School Effectiveness Programs in Connecticut. Technical Report.
Pecheone, Raymond; Shoemaker, Joan
This document presents the results of an evaluation of the usefulness to 14 participating schools of Connecticut's School Effectiveness Program, which focuses on the achievement performance of low-income students. The following are the evaluation's major findings, based on interviews, questionnaires, case studies, test data, and archival data: (1) changes are more likely in areas such as clear school mission and monitoring student progress, and less likely in areas addressing particular teaching techniques and other classroom practices; (2) a single school can set into motion districtwide policies and procedures for districtwide school effectiveness efforts; (3) the program's assessment and action planning procedures establish clear and valuable boundaries for the direction of school effectiveness efforts; (4) when more effective staff communication becomes a goal rather than the means to a goal, the emphasis of the school improvement efforts is compromised; (5) volunteerism is a central theme in the program, but some of the most needy schools do not volunteer; (6) the proportion of low-income students scoring below the 30th percentile decreased from 36 to 24 percent in math, from 41 to 32 percent in reading; the discrepancy between the proportion of low-income students achieving minimum proficiency and the proportion of all others achieving it narrowed from 19 to 10 percentage points in math, from 25 to 17 in reading; and (7) schools with the greatest achievement gains were the schools showing most progress in the school effectiveness program. Recommendations include calls for ongoing technical assistance to teachers and a statewide review of reading instruction. Appendices present the evaluation instrumentation and related data. (CMG)
Descriptors: Achievement Gains, Case Studies, Disadvantaged Youth, Elementary Secondary Education, Evaluation Criteria, Evaluation Methods, Low Income Groups, Mathematics Achievement, Program Evaluation, Reading Achievement, School Effectiveness
Raymond Pecheone/Joan Shoemaker, Connecticut State Department of Education, P.O. Box 2219, Hartford, CT 06145.
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: Researchers; Administrators; Policymakers; Practitioners
Authoring Institution: Connecticut State Dept. of Education, Hartford.