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ERIC Number: ED355631
Record Type: Non-Journal
Publication Date: 1991-Dec
Pages: 10
Abstractor: N/A
Reference Count: N/A
ISSN: ISSN-0912-6160
Taking Stock: How Are Essential Schools Doing?
Cushman, Kathleen
Practitioner, v18 n2 Dec 1991
Monitoring school performance has become an overriding concern in American political and educational circles, and some of that scrutiny is being directed at the Coalition of Essential Schools (CES). However, there is concern that pressure to prove the effectiveness of Essential Schools may overshadow efforts to actually improve education. Taking Stock is a project that uses a 9-year longitudinal study to track students in Essential Schools (ES) through high school and 5 years afterward. Coalition schools monitor attendance and graduation rates, standardized test scores, and college acceptances. A survey of 1,762 teachers at 46 Essential Schools divided educators into high involvement (HI) and low involvement (LI) groups. According to the survey, HI teachers were more involved in cooperative-planning teams, enjoyed more favorable teaching conditions, and were more likely to teach English or social studies. A survey of 427 ES and 185 non-ES students revealed that ES students are more likely to plan to go to college, to have jobs but spend less time at them, and to study more. A different way to assess the effectiveness of Essential Schools reform is to look at the whole system, not only student performance, but changes in climate and policy in school districts as well. (JPT)
National Association of Secondary School Principals, 1904 Association Drive, Reston, VA 22091-1537 ($2, quantity discounts; payment must accompany all orders of $15 or less).
Publication Type: Collected Works - Serials; Reports - Research
Education Level: N/A
Audience: Administrators; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: National Association of Secondary School Principals, Reston, VA.