ERIC Number: ED480680
Record Type: Non-Journal
Publication Date: 2000-Aug
Reference Count: N/A
Building the Foundation for Improved Student Performance: The Pre-Curricular Phase of Project GRAD Newark.
Ham, Sandra; Doolittle, Fred C.; Holton, Glee Ivory; Ventura, Ana Maria; Jackson, Rochanda
This report is the first in a series on Project GRAD (Graduation Really Achieves Dreams) in the Newark, New Jersey Public Schools. Project GRAD is an education initiative that combines several proven or promising reforms with the goals of increasing reading and math achievement test scores, improving classroom behavior, reducing dropout rates, and increasing rates of college enrollment and graduation. It is designed to be implemented across a feeder pattern of schools and targets inner city schools with a history of low achievement and low graduation and college enrollment rates. This report presents evaluation data from the project's implementation period (1998-99). Data from field research, teacher surveys and focus groups, and analysis of student data indicates that the partnership between Project GRAD and the Newark Public Schools made significant strides toward implementation in Newark in a short time period. Its college scholarship guarantee stimulated interest in and support for the initiative among school staff, students, parents, and community institutions. Implementation of Project GRAD met and exceeded planned expectations. Although neither the reading nor math components had yet been implemented, the program's other components were having a positive effect on some students' achievement. (Contains 31 references.) (SM)
Descriptors: Dropout Rate, Educational Change, Elementary Secondary Education, Enrollment Trends, Graduation, Inner City, Mathematics Achievement, Program Implementation, Reading Achievement, School Restructuring, Student Behavior, Urban Schools
MDRC, 16 East 34th Street, New York, NY 10016. Tel: 212-532-3200; Web site: http://www.mdrc.org.
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: Ford Foundation, New York, NY.; Grable Foundation, Pittsburgh, PA.
Authoring Institution: N/A