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ERIC Number: ED402656
Record Type: Non-Journal
Publication Date: 1996-Jun-3
Pages: 187
Abstractor: N/A
Reference Count: N/A
Prospects: Special Analyses. Final Report.
Wong, Kenneth K.; And Others
This report examines variations in school and classroom attributes that were associated with improved student achievement outcomes. Of particular interest were those attributes of Chapter 1 and regular school programs that contributed to improved outcomes for educationally at-risk students. A secondary focus was to measure the relationships between academic achievement and various student background attributes, particularly, Chapter 1 participation in math and reading services. The study analyzed data from "Prospects: The Congessionally Mandated Study of Educational Growth and Opportunity," a 6-year longitudinal evaluation of the impact of the Chapter 1 program. The Comprehensive Test of Basic Skills reading and math vertical scale scores were used to fit each student's academic growth trajectory over three testing points--spring 1991 through spring 1993. Hierarchical Linear Models (HLMs) were used to model individual student growth trajectories for 1991-93, school-specific effects on the growth trajectories, and the consequences of variations in school attributes for the school effects. Overall, the results supported some features of the effective-schools model and the idealized school-level attributes advocated by proponents of systemic reform. However, the data did not support the assertion that a focus on student-centered, advanced-skills instruction would improve Chapter 1 students' learning. Second, schoolwide alignment and coordination of Chapter 1 and the regular program was related to increased educational growth. Third, greater school-level decision-making autonomy alone did not influence longitudinal achievement. However, in some cases, schools that integrated collaborative principal-teacher leadership with a clear mission shared by all staff were more likely to contain students with improved learning rates. Policy for high-poverty schools should therefore incorporate: (1) strong collaborative leadership provided by both principals and teachers; (2) a longer academic year; (3) instruction for at-risk students that focuses on the basics through a teacher-directed approach; and (4) collaboration between Chapter 1 and regular staff. Forty-nine tables and appendices containing statistical data are included. (LMI)
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Department of Education, Washington, DC. Office of the Under Secretary.
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Education Consolidation Improvement Act Chapter 1