ERIC Number: ED455326
Record Type: Non-Journal
Publication Date: 1999
Reference Count: N/A
"No Excuses": The Eighth Grade Year in Six Philadelphia Middle Schools.
Wilson, Bruce L.; Corbett, H. Dickson
This study documented middle school students' perceptions of their educational experiences, tracking how their perceptions evolved over 3 years and corresponding to the Philadelphia School District's implementation of its Children Achieving reform agenda. Fifty 6th graders were chosen from each of six urban schools and interviewed in the spring of each year throughout middle school. Students in the first five schools, who were predominantly African American, did not perceive much change in their schools. Those who did perceive change saw it in regard to student behavior and level of work. Students did not experience a similar curriculum or pedagogy or have equal access to quality teaching. Students wanted teachers who persisted in pushing and helping students, who varied classroom activities, controlled student behavior without ignoring the lesson, and understood students' situations. Students felt that good teachers would not give up on them for any reason. In the sixth school, which had a partnership with an educational research and development center and which was very diverse, there was much more consistency in pedagogy, content, and classroom environment, and students had access to similar educational experiences. An appendix contains student interview protocols. (SM)
Descriptors: Academic Achievement, Black Students, Educational Change, Educational Environment, Educational Quality, Equal Education, Grade 8, Middle School Students, Middle Schools, Poverty, Student Attitudes, Teacher Expectations of Students, Teacher Student Relationship, Urban Schools
Philadelphia Education Fund, Seven Benjamin Franklin Parkway, Philadelphia, PA 19103. Tel: 215-665-1400; e-mail: firstname.lastname@example.org; Web site: http://www.philaedfund.org.
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Sponsor: Pew Charitable Trusts, Philadelphia, PA.
Authoring Institution: Philadelphia Education Fund, PA.