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ERIC Number: ED347246
Record Type: Non-Journal
Publication Date: 1990
Turning around Five At-Risk Elementary Schools. Publication Series 91-8.
Freiberg, H. Jerome; And Others
School Effectiveness and School Improvement, v1 n1 p5-25 1990
This article presents a description of an instructional management system called Consistency Management (CM) and its implementation in five urban elementary schools in Texas, with over 2,500 students. CM aimed to create a consistently implemented schoolwide consensus for teaching and learning that provided a self-analytical approach for teachers to examine the creation of a positive and orderly learning environment. The schools, ranking in the lowest 5 percent of Texas elementary schools based on the Texas Education Assessment of Minimum Skills (TEAMS), had a minority composition of 94 percent, with 83 percent of students eligible for free or reduced cost lunch. The five CM schools significantly improved scores on the TEAMS from 1985-86 to 1987-88 in mathematics, reading, and writing. CM schools increased 17 percent in the percentage of students passing the TEAMS, while matched non-CM comparison schools decreased 2 percent. Students of CM trained teachers scored significantly higher than did students of non-CM trained teachers. Discipline referrals were reduced, and interviews with 5 principals and 19 teachers indicated that the program had direct transfer to the classroom. The qualitative data from the interviews provide a stronger understanding of the results and issues faced by principals, teachers, and students. Seven tables present study data, and there is a 36-item list of references. (SLD)
Descriptors: Achievement Gains, Achievement Tests, Comparative Analysis, Educational Change, Educational Environment, Educational Improvement, Elementary Education, Elementary School Teachers, High Risk Students, Interviews, Management Systems, Minority Group Children, Principals, Teacher Role, Transfer of Training, Urban Schools
Publication Type: Reports - Descriptive; Journal Articles
Education Level: N/A
Authoring Institution: Temple Univ., Philadelphia. Center for Research in Human Development and Education.
Identifiers - Assessments and Surveys: Texas Educational Assessment of Minimum Skills