NotesFAQContact Us
Search Tips
ERIC Number: ED459218
Record Type: Non-Journal
Publication Date: 2001-Sep
Pages: 87
Abstractor: N/A
Reference Count: N/A
March toward Excellence: School Success and Minority Student Achievement in Department of Defense Schools. A Report to the National Education Goals Panel. Lessons from the States.
Smrekar, Claire; Guthrie, James W.; Owens, Debra E.; Sims, Pearl G.
This study examined how Department of Defense (DoD) schools have attained high achievement levels among all students, emphasizing Hispanics and African Americans. Researchers investigated organizational and governmental structures linking the daily operations of DoD schools and districts to policy-setting authorities; the nature and quality of instructional practices in DoD domestic and overseas schools; and social and economic conditions associated with students and their families. Data came from visits to 15 U.S., German, and Japanese middle schools and interviews with administrators, teachers, parents, and DoD staff. DoD schools scored at or near the top of all states in reading and writing on the 1998 National Assessment of Educational Progress. White, African American, and Hispanic students scored well compared to their counterparts in other states, and the racial/ethnic achievement gap was narrower than the gap in other states. The military context of the DoD schools supported student achievement in specific ways. Success rested on a combination of in- and out-of-school factors (a community strategic planning process, alignment of key system components, high expectations, teacher quality, preschool and after-school programs, small school size, and corporate commitment from the military). Appendixes include Overseas Educators School Year 2000-01 Salary Schedule, DDESS (Domestic Dependents Elementary and Secondary Schools) 2000-01 School Year Salary Schedule, and numerous tables and charts displaying statistics relating to the study. (Contains 3 figures, 18 tables, 8 appendixes, and 51 references.) (SM)
National Education Goals Panel, 1255 22nd Street, N.W., Suite 502, Washington, DC 20037. Tel: 202-724-0015; Fax: 202-632-0957; e-mail: For full text:
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Inst. on Early Childhood Development and Education (ED/OERI), Washington, DC.; Vanderbilt Univ., Nashville, TN. Peabody Coll.
Identifiers - Location: Germany; Japan
Identifiers - Assessments and Surveys: National Assessment of Educational Progress