ERIC Number: ED457305
Record Type: Non-Journal
Publication Date: 2001-Jul
Reference Count: N/A
The Longitudinal Evaluation of School Change and Performance (LESCP) in Title I Schools. Final Report. Volume 1: Executive Summary.
Westat, Inc., Rockville, MD.; Policy Studies Associates, Inc., Washington, DC.
The Longitudinal Evaluation of School Change and Performance followed the progress of students in high-poverty schools as they moved from third to fifth grade, investigating the impact on student achievement of specific classroom practices fostered by school-, district-, and state-level policies. This analysis, conducted between 1996-99 as part of the National Assessment of Title I, tested the effects of changes in curriculum and instruction recommended by advocates of standards-based reform. It used data from standardized achievement tests, teacher surveys, district administrator and principal surveys, focus groups of school staff and parents, classroom observations, state and district policy statements, and student records. Poverty negatively influenced students' performance. Students made greater gains in reading and mathematics when teachers rated highly their professional development in reading and mathematics. Low-achieving students made faster gains in reading and mathematics when third grade teachers actively reached out to their parents. Students whose fifth grade teachers spent significant time engaged in very basic reading instruction made fewer gains than students whose teachers spent only average amounts of time in very basic instruction. Implementing reforms involving more student-initiated activities and more complicated assignments in mathematics had a positive effect on student achievement. (SM)
Descriptors: Academic Achievement, Academic Standards, Board of Education Policy, Compensatory Education, Educational Change, Educationally Disadvantaged, Elementary Education, Faculty Development, Mathematics Instruction, Parent Teacher Cooperation, Poverty, Reading Instruction, School Policy, Student Evaluation, Teaching Methods
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Publication Type: Reports - Descriptive
Education Level: N/A
Sponsor: Department of Education, Washington, DC. Planning and Evaluation Service.
Authoring Institution: Westat, Inc., Rockville, MD.; Policy Studies Associates, Inc., Washington, DC.
Identifiers - Laws, Policies, & Programs: Elementary and Secondary Education Act Title I