The Case: Bunche-Da Vinci Learning Partnership Academy

Autor/inn/en	Eisenberg, Nicole; Winters, Lynn; Alkin, Marvin C.
Titel	The Case: Bunche-Da Vinci Learning Partnership Academy
Quelle	In: New Directions for Evaluation, (2005) 106, S.5-13 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1097-6736
DOI	10.1002/ev.148
Schlagwörter	Urban Areas; Elementary Schools; Educational Innovation; Partnerships in Education; Case Studies; Educational Development; Strategic Planning; Suburban Schools; School Organization; Effective Schools Research; Educational Environment; Formative Evaluation + Suchen Sie Ihr Suchwort? Urban area; Stadtregion; Elementary school; Grundschule; Volksschule; Instructional innovation; Bildungsinnovation; Hochschulpartnerschaft; Case study; Fallstudie; Case Study; Bildungsentwicklung; Strategy; Planning; Strategie; Planung; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; School organisation; Schulorganisation; Schulforschung; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	The Bunche-Da Vinci case described in this article presents a situation at Bunche Elementary School that four theorists were asked to address in their evaluation designs (see EJ791771, EJ719772, EJ791773, and EJ792694). The Bunche-Da Vinci Learning Partnership Academy, an elementary school located between an urban port city and a historically blue-collar suburb, is a dignified and well-maintained school structure and a much-sought-after refuge for African American and Latino students from the neighboring smaller suburb, well known for poverty, crime, racial tension, and low-performing schools. The school is a beacon of hope and stability in an industrial area of the large city and contrasts sharply with the nearby schools of the smaller, more notorious, adjacent suburb. The district recognized early on that to combat the problems that Bunche's students face, innovative solutions were needed. When approached by Da Vinci Learning Corporation, the district chose Bunche Academy to enter into a unique arrangement with the company to create a partnership that combined elements of a charter school while still remaining a regular part of the district. When the academy's decreasing state test scores contrasted sharply with the students' performance on Da Vinci's own testing system, the principal and district superintendent agreed that an outside evaluation was needed. This issue of "New Directions for Evaluation" includes four articles that examine, comparatively, the practical application of theorists' approaches to evaluation by presenting four evaluations of this case. (Contains 2 tables.) (ERIC).
Anmerkungen	Jossey Bass. Available from John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10