ERIC Number: ED340776
Record Type: Non-Journal
Publication Date: 1991-Mar
Reference Count: N/A
Assessment in Programs for Disadvantaged Students: Lessons from Accelerated Schools.
Meister, Gail R.
Assessment was studied in two accelerated schools, the Daniel Webster Elementary School in San Francisco (California) and the Fairbanks Elementary School in Springfield (Missouri) from October 1990 to March 1991. The accelerated schools movement for disadvantaged children began in the mid-1980s when researchers at Stanford University (California) argued that disadvantaged students would be as capable as any other students if their home circumstances had prepared them for schooling, and that schools could make up the gap. In accelerated schools, individual school communities set goals according to the schools' own visions. Various instructional approaches are used, including such vehicles for promoting literacy as Project READ. In these schools, assessment was one of four phases of overall accountability, with formative evaluations planned every year and a summative evaluation planned for every 3 to 5 years. The implications of school assessment for Chapter 1 programs are discussed. Preliminary results suggest that there is a primary need for external development of tools and strategies to enable school staff to monitor, measure, and report student progress. A questionnaire used in the evaluation study is included. (SLD)
Descriptors: Accountability, Achievement Gains, Community Involvement, Compensatory Education, Economically Disadvantaged, Educational Assessment, Educational Improvement, Educational Innovation, Educationally Disadvantaged, Elementary Education, Elementary School Students, Elementary Schools, Low Achievement
Publication Type: Reports - Evaluative; Tests/Questionnaires
Education Level: N/A
Sponsor: Congress of the U.S., Washington, DC. Office of Technology Assessment.
Authoring Institution: N/A