ERIC Number: ED346722
Record Type: Non-Journal
Publication Date: 1991-Aug
Reference Count: N/A
Robeson Classical Studies Magnet Middle School: 1990-1991. Formative Evaluation.
Seever, Mark L.
The first implementation year is reported of a Classical Greek magnet program at Paul Robeson Classical Studies Middle School in Kansas City, Missouri. The following program components are summarized: educational environment, community component, multi-cultural component, athletic and health components, personal value system, classics component, and student misconduct. This formative evaluation covers five areas: student demographics, program implementation, perceptions of and attitudes toward the program, achievement levels, and the extended day program. Among the findings are the following: (1) theme implementation was evident; (2) faculty perceptions were more positive in the spring than the fall; (3) teachers disagreed about parent involvement and student discipline, and they saw facilities and student behavior as hindrances; (4) students enjoyed the physical education activities, but did not think the school was safe and more than half stated they did not want to return; (5) achievement scores were generally below district and national levels; and (6) the extended day program activities were focused on tutorial, theme-related, and enrichment areas. Enrollment goals were not met for any of the grades; grade 8 came the closest with 76 percent minority. Ten tables and figures supplement the narrative. (LB)
Descriptors: Academic Education, After School Programs, Curriculum Design, Formative Evaluation, Greek Civilization, Junior High Schools, Liberal Arts, Magnet Schools, Middle School Students, Middle Schools, Parent Participation, Participant Satisfaction, Physical Education, Physical Fitness, Program Evaluation, Public Schools, School Age Day Care, School Desegregation, Staff Development, Student Behavior, Teacher Administrator Relationship, Teacher Attitudes, Values Education
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: Kansas City School District, MO.