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ERIC Number: ED406503
Record Type: Non-Journal
Publication Date: 1994
Pages: 47
Abstractor: N/A
Reference Count: N/A
20/20: A Closer Look at Students in Minneapolis Public Elementary Schools. Number 94-2.
Heistad, David; Reynolds, Maynard C.
Twenty/twenty (20/20) Analysis is an outcomes-based approach to identifying and serving students at the margins of education. The analysis focuses on one or more important outcomes of education and looks to the marginal students, the top fifth of achievers (80th percentile) and the lowest fifth (20th percentile). It is based on the belief that schools that serve marginal students well will serve all students well. The Minneapolis Public Schools (Minnesota) became involved in 20/20 at the invitation of the National Center on Education in Inner Cities in 1991. Two Minneapolis elementary schools volunteered to participate in a study of the effectiveness of 20/20. At the Michael Dowling Elementary School, the initial data analysis and discussion were followed by cross-categorical restructuring of services for students identified through 20/20. This paper provides details and followup about Dowling's implementation of 20/20. It is organized into four sections: (1) an example of building-based 20/20 at Dowling; (2) a summary of statistics describing services for all Minneapolis public schools; (3) an explanation of graphs of continuous progress; and (4) a discussion of the implications and uses of 20/20. Three appendixes present graphs of reading achievement for different grade levels. (Contains 6 tables, 60 figures, and 5 references.) (SLD)
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Research Center on Education in the Inner Cities, Philadelphia, PA.