NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED423297
Record Type: Non-Journal
Publication Date: 1998-Apr
Pages: 15
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
A Systems Approach to Middle School Evaluation: Guilford County Schools' Formative Approach.
Ward, Martha
Guilford County School District is the third largest school district in North Carolina. It includes urban, suburban, and rural neighborhoods and a full range of income levels with a population that is approximately 60% white and 40% minority, predominantly African American. When three previous school districts merged to form Guilford County Schools, the Middle School Program was initiated. This program called for evaluation annually. In 1995-96, evaluation efforts consisted of the administration of a survey to all students, teachers, and parents. The survey was repeated in the second year to establish a firm baseline, and the design of a new evaluation plan began in the second year. In 1997-98 schools were to provide input to the formative evaluation program, and in 1998-99 the formative evaluation plans were to be carried out. Then in the 1999-2000 school year, the administration of the survey to parents, students, and teachers is to be repeated. In 1995-96, 857 middle school teachers, 6,938 parents, and 11,281 students from the district's 17 middle schools responded to the survey, which focused on strengths and weaknesses of the school and suggestions for improvement. In 1997 responses were received from 878 teachers, 6,429 parents, and 11,774 students. Overall results were positive, with few changes noted in the responses between the 2 years. In each year, schools received their survey item data in tabular and graphic form to use in their School Improvement Plans. Anecdotal reports by principals suggested that these reports were very helpful. Two appendixes contain sample reports from both years. (Contains one reference.) (SLD)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A