ERIC Number: ED346968
Record Type: Non-Journal
Publication Date: 1991-Aug
Reference Count: N/A
The Holliday Montessori Magnet Elementary School, 1990-1991. Formative Evaluation.
Moore, William P.
This formative evaluation report documents the progress made by the Holliday Montessori Magnet Elementary School (Kansas City, Missouri) during the first year of implementation of Montessori themes. The evaluation was based on the goals established by the Holliday Montessori Site Plan and the Long-Range Magnet School Plan. Examined were enrollment data; program implementation; parent, teacher, administrator, and student attitudes toward the program; and student achievement. Enrollment data indicated that the school's enrollment was 9% below program capacity, and that the school was close to achieving the desegregation goal of 60% minority and 40% nonminority students and had maintained court-ordered class size limits. Achievement scores for nonminority kindergarten students were above national norms in math and language subtests, but minority student achievement scores fell below the national norm. Classroom observations, site visits, questionnaires, and interviews suggest that the program is being implemented according to the site plan and long-range plan objectives. However, program participants identified problems associated with inadequate supplies and materials, student transportation, communication among colleagues, vacancies for Montessori resources staff, and training for teachers and paraprofessionals. Perceptions of parents were positive and reflected a strong degree of satisfaction in most areas of program implementation. Recommendations based on the evaluation results are provided. Appended are 4 references and related materials. (GLR)
Descriptors: Academic Achievement, Class Size, Community Involvement, Elementary Education, Enrollment, Formative Evaluation, Inservice Education, Magnet Schools, Minority Group Children, Mixed Age Grouping, Montessori Schools, Parent Attitudes, Parent Participation, Preschool Education, Program Effectiveness, Program Evaluation, Questionnaires, Racial Composition, Staff Development, Student Attitudes, Teacher Attitudes
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: Kansas City School District, MO.