ERIC Number: ED460971
Record Type: Non-Journal
Publication Date: 2001-Nov
Reference Count: N/A
Evaluating the Accelerated Schools Approach: A Look at Early Implementation and Impacts on Student Achievement in Eight Elementary Schools.
Bloom, Howard S.; Ham, Sandra; Melton, Laura; O'Brien, Julieanne
The Accelerated Schools Approach is a whole-school reform being implemented in more than 1,000 U.S. elementary and middle schools. The program is characterized by a school structure that sets high expectations for students and teachers, a governance structure with broad teacher participation, and a "powerful learning" approach to curriculum and instruction. This report looks at the implementation of the program in eight elementary schools and evaluates program effects at the third grade. An interrupted time series technique was used to study the effectiveness of the Accelerated Schools model. In the first 3 years of implementation, schools focused on reforming school governance and culture, turning to curriculum and instruction only in the third or fourth year. The findings indicate that the Accelerated Schools model improved standardized test scores in reading and mathematics once the schools in the study turned to changing curriculum and instruction. These findings should be interpreted with caution because of the small number of schools examined and the focus on a single grade. Impacts were not uniform across all students or all schools. The largest impacts were observed among students who would have scored in the middle of their school's test score distribution without the reform and among schools that had the lowest scores before the reform began. Two appendixes contain supplementary tables and the qualitative data protocols. (Contains 6 figures, 18 tables, and 42 references.) (SLD)
Descriptors: Academic Achievement, Educational Administration, Educational Change, Elementary Education, Elementary Schools, Program Effectiveness, Program Evaluation, School Restructuring, Standardized Tests, Test Results
For full text: http://www.mdrc.org.
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: Ford Foundation, New York, NY.
Authoring Institution: Manpower Demonstration Research Corp., New York, NY.
What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards
WWC Study Page: http://ies.ed.gov/ncee/wwc/study/81477