ERIC Number: ED476108
Record Type: Non-Journal
Publication Date: 2002
Reference Count: N/A
Driven To Succeed: High-Performing, High-Poverty, Turnaround Middle Schools. Volume II: Case Studies of High-Performing, High-Poverty, Turnaround Middle Schools.
Picucci, Ali Callicoatte; Brownson, Amanda; Kahlert, Rahel; Sobel, Andrew
These case studies described how seven high-poverty middle schools were able to demonstrate strong academic improvement in a short amount of time so they were performing at levels consistent with, and often better than, higher-income schools in their states. These case studies focus on procedural knowledge that may prove useful to other schools with similar student populations, school sizes, and community types. Site visits were used to collect data from school administrators, teachers, staff, community members, parents, and central office administrators. Respondents who shared their stories enthusiastically described why their schools were successful. None of the respondents: made excuses for not holding all students to high expectations, complained about lack of time or resources, blamed colleagues, disparaged administrators or districts, or used students' family and community situations as an excuse for poor achievement. Staff members took responsibility for student learning and found ways to provide students with the support they needed. Schools and staff members had a collaborative, no-excuse attitude toward identifying and solving problems. (Contains 7 figures and 14 tables.) (SM)
Descriptors: Academic Achievement, Case Studies, Educational Environment, Educational Improvement, Faculty Development, Low Achievement, Middle Schools, Poverty, School Effectiveness, State Government, Teacher Collaboration, Teacher Expectations of Students
University of Texas at Austin, Charles A. Dana Center, 2901 North IH-35, Suite 3.200, Austin, TX 78722-2348. Tel: 512-471-6190; Fax: 512-471-6193; Web site: hhtp://www.utdanacenter.org.
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Department of Education, Washington, DC. Office of the Under Secretary.
Authoring Institution: Texas Univ., Austin. Charles A. Dana Center.
IES Cited: ED501241; ED565615