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ERIC Number: ED474612
Record Type: Non-Journal
Publication Date: 2003-Feb
Pages: 45
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Baltimore Curriculum Project: Final Report of the Four-Year Evaluation Study.
Mac Iver, Martha Abele; Kemper, Elizabeth; Stringfield, Sam
This 4-year study examined implementation of the Baltimore Curriculum Project (BCP) in six Baltimore City public schools. BCP used a combination of direct instruction (DI) and core knowledge as its reform curriculum. Each school was demographically matched with a similar, within-district school. Two cohorts of students were followed throughout the 4 years (students who were in either kindergarten or grade 2 during 1996-97). Interviews with principals and DI coordinators and focus groups with teachers were conducted each year to gauge staff perceptions of the innovation. In the first 3 years, classroom observations were made in BCP schools. Overall, DI curriculum and instructional methods were implemented in BCP schools, though implementation did not proceed at the desired rate in kindergarten until year 4. Implementation of core knowledge was not envisioned to begin until year 3 and proceeded more slowly than DI implementation. Teachers expressed positive views of both DI and core knowledge, though they had some frustrations. Achievement tests data indicated mixed results for students, depending on subject, grade level, and school. Results were most positive for mathematics computation. DI students made the most significant improvements in mathematics computation and reading. An appendix includes a comparison of BCP and control schools. (Contains 50 references.) (SM)
Johns Hopkins University, Center for Research on the Education of Students Placed At Risk, 3003 North Charles Street, Suite 200, Baltimore, MD 21218. Tel: 410-516-8800; Fax: 410-516-8890; Web site: http://www.csos.jhu.edu/crespar/reports.htm.
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.; Abell Foundation, Baltimore, MD.
Authoring Institution: Center for Research on the Education of Students Placed At Risk, Baltimore, MD.
What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards
IES Cited: ED499236