Evaluation of Three Years of a Basic Skills Remediation Project in Tennessee. The Knoxville City Schools (KCS) Proficiency Test Project: Summary of Results.

Autor/inn/en	Achilles, C. M.; und weitere
Titel	Evaluation of Three Years of a Basic Skills Remediation Project in Tennessee. The Knoxville City Schools (KCS) Proficiency Test Project: Summary of Results.
Quelle	(1987), (32 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Basic Skills; Educational Improvement; Grade 9; High Schools; Middle Schools; Minimum Competency Testing; Pretests Posttests; Program Effectiveness; Remedial Programs; Teacher Attitudes; Test Coaching; Test Results; Test Wiseness; Urban Schools + Suchen Sie Ihr Suchwort? Schulleistung; Basic skill; Grundfertigkeit; Teaching improvement; Unterrichtsentwicklung; School year 09; 9. Schuljahr; Schuljahr 09; High school; Oberschule; Middle school; Mittelschule; Mittelstufenschule; Förderprogramm; Lehrerverhalten; Testverfahren; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	The Knoxville City Schools (KCS) Proficiency Project ran from fall 1984 to spring 1987 in three Knoxville, Tennessee, middle schools and three high schools. Students in three of the eight KCS high schools were scoring consistently lower than pupils in the other schools on the grade 9 State Proficiency Test, especially in math (M) and language arts (LA). The primary intervention was a group of three proficiency teachers; each worked with one middle school (especially grade 8) and one high school (especially grade 9) to help teachers prepare grade 9 pupils in the three target schools to pass the M and LA portions of the test. This paper compares annual test results in the following groups of schools: (1) Proficiency Project, or target; (2) other schools; and (3) city, i.e., total. In 1982 there were great differences among the three groups of schools. After one year of the project in 1985, differences among the schools were small; the 1986 differences were a little greater than in 1985, but in 1987 the differences became comparatively less. The city scores for 1987 are greater than the 1982-84 average. The following explanations may account for this increase: (1) the target schools' scores pushed up the city scores; (2) the other schools' scores pulled up the city scores; or (3) a combination of the above. Data are presented on seven tables and several figures. A list of references is included as well as a list of prior reports of this project. Appendices include t-test analyses comparing pretest and posttest scores of selected groupings of respondents, and present the results of a questionnaire of math and language arts teachers' needs and concerns. (BJV)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC