ERIC Number: ED484275
Record Type: Non-Journal
Publication Date: 2005-Jan
Reference Count: 10
The Effect of School Renaissance on Student Achievement in Two Mississippi School Districts
Ross, Steven M.; Nunnery, John A.
Center for Research in Education Policy and Education Innovations
The purpose of this study was to compare the achievement of students in 14 Pascagoula schools and 9 Biloxi schools implementing School Renaissance (SR) to those of students in matched Control schools. The achievement measures to be examined were from the 2003 administration of the Mississippi Curriculum Test (MCT) for Reading, Language Arts, and Mathematics in grades 2-8 and the Mississippi Writing Assessment (WA) in grade 4 and 7. The Pascagoula schools began implementing SR in January, 2002, and the Biloxi schools began implementation in August, 2000. Thus, the present analyses of 2003 achievement data relates to the first and third full years of SR in Pascagoula and Biloxi, respectively. Given that positive school climate is often a precursor to enacting successful school reform, a supplementary part of the study examined school climate in SR relative to Control schools. A matched program-control school quasi-experimental design was employed for this study. Participants included 10,160 students in grades 3 through 8 attending one of 40 schools in 15 school districts in southern Mississippi. Results suggest that SR is having positive effects on the participating schools. The Fourth Grade Mississippi Writing Assessment Scoring Rubric is appended.
Descriptors: Program Effectiveness, Educational Change, Educational Improvement, Educational Environment, School Culture, Reading Achievement, Mathematics Achievement, Language Arts
Center for Research in Educational Policy, The University of Memphis, 325 Browning Hall, Memphis, TN 38152. Tel: 866-670-6147 (Toll Free).
Publication Type: Reports - Research
Education Level: Elementary Education
Authoring Institution: Memphis Univ., TN. Center for Research in Educational Policy.
What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards
WWC Study Page: http://ies.ed.gov/ncee/wwc/study/33232