Accelerating the Learning of At-Risk Students: An Evaluation of Project ACCEL.

Autor/in	Ramaswami, Soundaram
Institution	Newark Board of Education, NJ. Office of Planning, Evaluation and Testing.
Titel	Accelerating the Learning of At-Risk Students: An Evaluation of Project ACCEL.
Quelle	(1993), (132 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Acceleration (Education); Attitude Change; Elementary School Students; Grade Repetition; Grade 6; Grade 7; High Risk Students; Intermediate Grades; Junior High School Students; Junior High Schools; Low Achievement; Parent Attitudes; Program Effectiveness; Program Evaluation; School Districts; Self Esteem; Student Attitudes; Teacher Attitudes; Urban Schools + Suchen Sie Ihr Suchwort? Schulleistung; Acceleration; Beschleunigung; Attitudinal change; Einstellungsänderung; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Problemschüler; Mittelstufe; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Unterdurchschnittliche Leistung; Elternverhalten; Programme evaluation; Programmevaluation; School district; Schulbezirk; Self-esteem; Selbstaufmerksamkeit; Schülerverhalten; Lehrerverhalten; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	Project Accelerated Curriculum Classes Emphasizing Learning (ACCEL) was implemented by the Newark School District (New Jersey) in the 1989-90 school year in response to the ineffective practice of retaining underachieving students. The innovative approach of accelerated learning was made available to retained sixth and seventh grade students. These students were allowed to skip a grade if they met the academic requirements stipulated by the district for promotion. This report is organized into five sections: (1) principles of Accelerated Learning and an overview of Project ACCEL; (2) results from teacher survey; (3) results from student and parent surveys; (4) results of the Achievement Test; and (5) conclusions and recommendations. Responses of the 11 teachers who replied clearly point to beneficial effects of the program on student self-esteem, in spite of some program implementation problems. Responses of 185 ACCEL students and 154 non-ACCEL students support positive effects of the program on student attitudes and educational goals. Survey replies of 131 parents also indicate constructive changes in student attitudes. Achievement test score improvements for reading and language and a non-significant improvement in mathematics indicate that the program is effective in improving academic achievement. Recommendations are made for program improvement. Three figures, 1 chart, and 22 tables present study data. An appendix contains the surveys. (Contains 7 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC