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ERIC Number: ED472840
Record Type: Non-Journal
Publication Date: 2000
Pages: 15
Abstractor: N/A
Reference Count: N/A
ERS Successful School Practices, Fall 2000.
Perkins-Gough, Deborah, Ed.
Successful School Practices, Fall 2000
In this publication are three short articles on successful school practices. "Learning Is the Outcome; Test Scores Are Just the Measure" describes test-preparation efforts in Mesa, Arizona, public schools. The district has instituted a program to assist principals and teachers in aligning curriculum, instruction, and assessment, and in analyzing test results to guide teaching and learning. A simple equation sums up the district's approach: accurate test scores = content knowledge + familiarity + motivation. "Harnessing the Power of Accountability to Improve Instruction" summarizes a comprehensive accountability plan used in the Red Clay, Delaware, Consolidated School District. The key to the plan is its monitoring and maintenance by seven action committees: (1) standards and assessment; (2) professional development; (3) technology; (4) schools and student support programs; (5) professional appraisal system; (6) parent accountability; and (7) alternative programs for disruptive students. "Comprehensive Support for Service Learning" outlines a program in the Chicago public schools. To succeed, a service-learning program requires preparation, action, and reflection. It also requires the cooperation of the service-learning team, which consists of students, faculty, the service-learning coach (in-school manager), principals, parents, central-office staff, and representatives from participating agencies and organizations. (WFA)
Educational Research Service, 2000 Clarendon Blvd., Arlington, VA 22201 (available to ERS Comprehensive Subscribers only). Tel: 703-243-2100; Tel: 800-791-9308 (Toll Free); Fax: 703-243-1985; Fax: 800-791-9309 (Toll Free); e-mail:; Web site: For full text of the first article:
Publication Type: Collected Works - Serials; Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners; Teachers
Language: English
Sponsor: N/A
Authoring Institution: Educational Research Service, Arlington, VA.