ERIC Number: ED371908
Record Type: RIE
Publication Date: 1992-Sep
Continuous Progress/Ungraded Schooling: One Way To Individualize Learning.
Synthesis, v3 n3 Sep 1992
This newsletter examines the continuous progress (CP) curriculum, the primary characteristic of which is flexible pacing for the student. The newsletter notes some of the practical concerns limiting implementation of CP curricula, and how some schools have overcome them. It then discusses four issues that schools must address to employ a continuous progress plan: (1) scope and sequence; (2) instructional materials; (3) management system; and (4) teachers as advisors. The costs of implementing such a program are also considered. Next, the newsletter discusses the advantages of such a plan, including making students accountable for their learning, allowing students credit for what they have learned, avoiding the negative consequences of tracking, and making teachers think more critically about what they are teaching. The implications of CP for gifted students are explored, and several programs succeeding with at-risk students are described. The newsletter concludes by noting the parallels between CP and the push for accountability, and the factors needed in place before implementing such a program. Contains 14 references. (HTH)
Descriptors: Academic Achievement, Academically Gifted, Classroom Techniques, Cognitive Style, Continuous Progress Plan, Curriculum Development, Elementary Secondary Education, Grade Repetition, Grouping (Instructional Purposes), High Risk Students, Mastery Learning, Nongraded Instructional Grouping, Program Descriptions, Student Evaluation, Teaching Methods
Publication Type: Collected Works - Serials; Guides - Non-Classroom
Education Level: N/A
Authoring Institution: Illinois State Board of Education, Springfield, Dept. of Planning, Research and Evaluation.