Equity Issues in the Star Schools Distance Learning Program.

Autor/inn/en	Tushnet, Naida C.; Fleming-McCormick, Treseen
Institution	Southwest Regional Lab., Los Alamitos, CA.
Titel	Equity Issues in the Star Schools Distance Learning Program.
Quelle	(1995), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Access to Education; Disadvantaged Youth; Distance Education; Educationally Disadvantaged; Elementary School Students; Elementary Secondary Education; Equal Education; High School Students; Interactive Video; Junior High School Students; Middle School Students; Middle Schools; Minority Groups; Needs Assessment; Poverty; Program Evaluation; Rural Areas; Student Characteristics; Supplementary Education; Urban Areas; Urban Youth + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Benachteiligter Jugendlicher; Distance study; Distance learning; Fernunterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Interaktives Video; Junior High Schools; Sekundarstufe I; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Ethnische Minderheit; Bedarfsermittlung; Armut; Programme evaluation; Programmevaluation; Rural area; Ländlicher Raum; Ergänzungsunterricht; Urban area; Stadtregion; Urban areas; Youth; Stadt; Jugend
Abstract	The Office of Educational Research and Improvement of the Department of Education has provided funding for four cycles of 2-year Star Schools distance learning projects. This report is based on the second-year findings of a congressionally mandated evaluation of the Star Schools initiative. The Star Schools program focuses on elementary and secondary school students and targets underserved populations through distance learning. Questions about equity have assumed major importance in the Star Schools program and are the focus of this report. The equity issue is approached by describing the characteristics of students at schools served in the 714 Star Schools. Information from observation, document review, and the Common Core of Data (CCD) indicate that few minority and poor high school students in urban areas received full courses in mathematics, science, and foreign languages through Star Schools. These students were more likely to receive supplementary Star Schools courses, while full courses were more common in rural areas where equity objectives were more likely to be met. The question of whether the distribution of Star Schools learning opportunities actually reflects educational needs requires further study. Three tables present study findings. (Contains 10 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC