ERIC Number: ED344702
Record Type: Non-Journal
Publication Date: 1991-Aug
Summative Evaluation of the STEPS Program: 1986-1991.
Seever, Margaret F.
This report provides an end-of-year summative evaluation of the STEPS (Striving Toward Excellence in the Performance of Students) program, which was first implemented in elementary schools in 1983-84. The program, which is based on research on effective schools, focuses on school improvement efforts in six areas: (1) aligning instruction with district objectives; (2) using effective or innovative techniques of instruction; (3) fostering strong leadership by principals; (4) setting high achievement expectations for all students; (5) developing a positive school climate with an academic emphasis; and (6) involving parents in the educational process. The program is especially concerned with the improvement of reading and math instruction. It also aims to reduce the gap between minority and nonminority student scores. Presented are data for the 1990-91 school year concerning demographics, program implementation, observations, achievement, and teachers' and parents' perceptions of the program. Most teachers surveyed indicated that the STEPS program had positive effects on their school climate and on reading and math instruction. A large majority of parents said they were proud of the school their child attended; that they would recommend the school to other parents; and that, overall, they were satisfied with the program. A final section of the report draws conclusions about the status of program affairs and provides recommendations based on the 1991 data. Appended are seven references and related materials. (GLR)
Descriptors: Academic Achievement, Educational Environment, Elementary School Students, Elementary School Teachers, High Risk Students, Inservice Education, Magnet Schools, Mathematics Instruction, Minority Group Children, Parent Participation, Primary Education, Principals, Program Effectiveness, Program Evaluation, Reading Instruction, Surveys, Teacher Attitudes, Teacher Expectations of Students, Teaching Methods, Traditional Schools
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: Kansas City School District, MO.