African-American Student Achievement Research Project.

Autor/inn/en	Wagstaff, Mark; Melton, Jerry; Lawless, Brenda; Combs, Linda
Institution	Education Service Center Region 7, Kilgore, TX.
Titel	African-American Student Achievement Research Project.
Quelle	(1998), (31 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Achievement Gains; Achievement Tests; Black Students; Educational Assessment; Educational Change; Elementary Secondary Education; Instructional Leadership; Professional Development; School Districts; School Effectiveness; Standardized Tests; Urban Schools; Texas; Texas Assessment of Academic Skills + Suchen Sie Ihr Suchwort? Schulleistung; Achievement gain; Leistungssteigerung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Education; assessment; Bewertungssystem; Bildungsreform; Instruction; Leadership; Bildung; Erziehung; Führung; School district; Schulbezirk; Schuleffizienz; Standadised tests; Standardisierter Test; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	Data from the Texas Assessment of Academic Skills (TAAS) reveal that gains in performance for the African American student population of Region VII of the state's educational system were not keeping pace with the performance of African Americans in the rest of Texas. This study investigated practices in school districts in the region in which African Americans were performing at high levels on TAAS reading, writing, and mathematics in the hope that these successful practices can be replicated to improve African American student achievement. Three districts with approximately 35% African American student population were selected. In these districts, at least 50% of African Americans passed all sections of the TAAS. Data were gathered primarily through semistructured interviews. The study did not uncover specific revelations about the success of African Americans in these school districts. Instead, the study shows that success for all students results from a common pattern of actions that occur in a sequence. District leadership and decision making initiated changes that led to improved student performance. These districts had formal assessment procedures in place and had begun to align curriculum with the TAAS in mathematics and were beginning alignment in language arts. In these districts, the entire staff was involved in professional development. Formal and informal processes and procedures were used to monitor student achievement, and when improvement occurred, these districts celebrated their success. In the study districts, low-performing campus ratings prompted attention and action. Appendixes contain demographic and TAAS data, the interview questions, and an illustration of the findings in chart form. (Contains two figures.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC