ERIC Number: ED371098
Record Type: Non-Journal
Publication Date: 1992
Reference Count: N/A
The Evaluation of Project SEED, 1991-92, Detroit Public Schools.
Webster, William J.
Project Special Elementary Education for the Disadvantaged (SEED) is a nationwide program in which professional mathematicians and scientists from major universities and research corporations teach abstract, conceptually oriented mathematics to full-sized classes of elementary school children on a daily basis as a supplement to their regular arithmetic programs. Instruction is through a Socratic group discovery format. In the Detroit (Michigan) public schools the program was used with all levels of students. This evaluation considers 16 SEED fourth-grade classes in 13 elementary schools. Mathematics achievement was measured with the California Achievement Test and compared with achievement in classes and schools without SEED instruction. Impact was also judged through questionnaire responses of 12 principals, 13 teachers, and 244 parents. Results suggest an immediate impact of SEED participation, with improvement in mathematics total scores, computation, and mathematical concepts. The comparison groups lost ground in everything but mathematics concepts, and growth in that area was much less than that of SEED students. Ten tables present study data. Appendixes contain the principal and teacher questionnaires. (Contains 4 references.) (SLD)
Descriptors: Achievement Gains, Control Groups, Disadvantaged Youth, Elementary Education, Elementary School Students, Grade 4, Mathematical Concepts, Mathematicians, Mathematics Achievement, Mathematics Instruction, Principals, Program Evaluation, Scientists, Supplementary Education, Teacher Attitudes, Teachers
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards
WWC Study Page: http://ies.ed.gov/ncee/wwc/study/70470
IES Cited: ED530318