ERIC Number: ED374182
Record Type: Non-Journal
Publication Date: 1994
Reference Count: N/A
Direct Assessment of a Progressive Public Elementary School: Graduates of Central Park East.
This report provides an assessment of the Central Park East (CPE) elementary school (in New York City) effort, an effort by teachers who believed that the "progressive education" that worked for the children of the wealthy and privileged in many private and suburban schools could work equally well for poor and working-class children. Study data suggest that graduates of the Central Park East elementary school achieved substantially higher high school completion and college entrance rates than did the population selected for comparison--the total New York City public school population. The report identifies three dimensions (mentioned by the students themselves) for this success. First, teachers helped students develop pathways to learning, starting from interests that students brought from home or discovered in the classroom. Second, members of the school staff, in their personal interactions with students, demonstrated that they cared about the students as human beings. Finally, although CPE was established by teachers searching for an opportunity to put their own ideas about teaching and learning into action, the role of parents as partners and allies increased steadily. A personal account of one student is presented to emphasize these points. Contains 44 references. (GLR)
Descriptors: Academic Achievement, Economically Disadvantaged, Educational Improvement, Educationally Disadvantaged, Elementary Education, Elementary School Students, Outcomes of Education, Parent Participation, Program Evaluation, Progressive Education, Public Education, Success, Teacher Student Relationship, Urban Education
Publication Type: Information Analyses; Reports - Evaluative
Education Level: N/A
Audience: Administrators; Practitioners
Sponsor: EXXON Corp., New York, NY.; Andrew W. Mellon Foundation, New York, NY.
Authoring Institution: N/A