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ERIC Number: ED480203
Record Type: Non-Journal
Publication Date: 2001-Oct
Pages: 48
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
How Are Boston Pilot Schools Faring? An Analysis of Student Demographics, Engagement, and Performance.
Feldman, Jay; Tung, Rosann
Boston Pilot Schools were created in 1994 to promote increased choice options within the school district. Unlike most urban public schools, the Pilot Schools have control over budget, staffing, curriculum, governance, and time, though they continue to operate within the Boston Public Schools. This report examines quantitative indicators of Boston Pilot Schools related to student demographics, engagement, and performance. Data come from the Boston Public Schools and individual Pilot Schools. Results indicate that the Pilot Schools serve their students well. With an enrollment roughly mirroring the district's student population, the Pilot Schools have succeeded in creating communities of learning which meet students' academic and emotional needs. Across indicators of student engagement, the Pilot Schools have among the highest attendance and longest wait lists, and among the lowest transfers out and suspensions in the district. By standardized test scores, Pilot Schools students score at or above the district average in all subjects. These schools have low grade retention rates and high graduation rates, and they send significantly more of their students on to postsecondary education. Their status as Pilot Schools allows them to create unified learning communities with smaller class sizes, higher teacher-student ratios, longer instructional periods, and greater collaboration to improve teaching and learning than most other public schools in Boston. (SM)
Center for Collaborative Education, 1135 Tremont Street, Suite 490, Boston, MA 02120. Tel: 617-421-0134; Fax: 617-421-9016; e-mail: info@ccebos.org; Web site: http://www.ccebos.org.
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Bill and Melinda Gates Foundation.
Authoring Institution: Center for Collaborative Education, Boston, MA.