ERIC Number: ED300436
Record Type: Non-Journal
Publication Date: 1988-Jun
Reference Count: N/A
Project SEED in the Portland Public Schools. Report on Years Three and Four: 1986-87 and 1987-88. 1987-88 Evaluation Report.
Moilanen, Carolyn; And Others
Project Special Elementary Education for the Disadvantaged (SEED) was implemented during 1986-87 and 1987-88 in 18 fourth- and fifth-grade classrooms in 8 of the Portland (Oregon) Public Schools to increase students' esteem for math learning and to improve mathematics achievement. It is a supplementary mathematics program applying Socratic discovery method to mathematics instruction. The program's implementation was evaluated, and information about student attitudes was collected to supplement student achievement data. Each year, participation ranged from 5 to 24 weeks. Classroom instructors gave up one-fourth of their instructional time to SEED specialists. Although SEED instruction doubled time for mathematics, achievement was not notable, with gains comparable among SEED and non-SEED students. The responses of 68 fifth and 29 fourth graders show that both groups enjoyed the SEED experience. Their responses about math were more positive than were those of non-participants. All 8 principals were interviewed in both years. Of the 18 teachers sampled, 16 in 1986-87 and 15 in 1987-88 were interviewed. Administrators and teachers expressed concern about the lack of integration of SEED with the regular curriculum. Follow-up of 420 SEED graduates indicated that a smaller proportion of them participated in advanced programs in middle school. Outcome data warranted neither expansion nor continuation of the program. Data are presented in three tables. Principal, teacher, and student questionnaires; achievement graphs; and an observation checklist are appended. (SLD)
Descriptors: Academic Achievement, Educationally Disadvantaged, Elementary Education, Elementary School Students, Elementary School Teachers, Grade 4, Grade 5, Mathematics Achievement, Mathematics Curriculum, Mathematics Instruction, Principals, Program Evaluation, Program Implementation, Supplementary Education
Publication Type: Reports - Evaluative; Tests/Questionnaires
Education Level: N/A
Authoring Institution: Portland Public Schools, OR. Research and Evaluation Dept.
What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards
WWC Study Page: http://ies.ed.gov/ncee/wwc/study/70468
IES Cited: ED530318