ERIC Number: ED441913
Record Type: Non-Journal
Publication Date: 1999-Jun
Reference Count: N/A
Beating the Odds: High-Achieving Elementary Schools in High-Poverty Neighborhoods.
This report examines elementary schools serving poor neighborhoods in New York City that have been able to bring their students up to or above the average for the city on standardized tests in the 1996-1997 school year to see how teachers, parents, students, and principals have worked together. After eliminating schools with new principals and those with "selective" admission, the study focused on 14 schools. There were fewer similarities among these schools than had been expected, as they ranged from very traditional to very innovative. The most important attributes these schools had in common were: (1) a principal who managed instruction; (2) mastery of the curriculum by principals and teachers; (3) a code of professional respect and caring for children; (4) a no-nonsense communication style on the part of the principal; (5) "open-door" classrooms in which teachers were freely observed; (6) parent engagement; and (7) attention and rewards for good academic performance. Recommendations to improve the performance of other elementary schools are based on short-range techniques, the development of longer-range resources, and the recruitment of principals and teachers over the longer range. Appendixes contain school profiles, the principals' interview guide, estimates of the cost of class size reduction, a discussion of the underfunding of city schools, estimates of the costs of adding staff, and a description of current staffing for these schools. (SLD)
Descriptors: Academic Achievement, Curriculum, Educational Improvement, Elementary Education, Elementary Schools, High Achievement, Instructional Leadership, Low Income Groups, Parent Participation, Poverty, Standardized Tests, Test Results, Urban Schools
Educational Priorities Panel, 225 Broadway, Suite 3101, New York, NY 10007 ($15; $10 for 4 to 9 copies; $7 for 10 or more copies).
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: New York Community Trust, NY.; Chase Manhattan Foundations, New York, NY.
Authoring Institution: Educational Priorities Panel, New York, NY.
IES Cited: ED558161; ED554442