[Pupil Performance in the Elementary Schools of Atlanta.] Research and Development Report, Volume 5, Numbers 22-25, 27, 30, 44, and 45.

Institution	Atlanta Public Schools, GA.
Titel	[Pupil Performance in the Elementary Schools of Atlanta.] Research and Development Report, Volume 5, Numbers 22-25, 27, 30, 44, and 45.
Quelle	(1972), (292 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Accountability; Achievement Gains; Administration; Attendance Patterns; Behavioral Objectives; Cost Effectiveness; Elementary Schools; Program Evaluation; Reading Level; Reading Programs; Reading Tests; School Attitudes; Self Concept; Student Mobility; Student Needs; Georgia; Georgia (Atlanta) + Suchen Sie Ihr Suchwort? Schulleistung; Verantwortung; Achievement gain; Leistungssteigerung; Verwaltung; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Elementary school; Grundschule; Volksschule; Programme evaluation; Programmevaluation; Lesetest; Selbstkonzept; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität
Abstract	These analyses are part of an effort to develop a method of showing accountability for the educational responsibilities of the school system to the children of Atlanta, Georgia. The evaluations focus on the rationale of ongoing programs, pupil needs, program goals, behavioral objectives, management and control, cost effectiveness, and communication and dissemination. Findings, conclusions, and recommendations relate specifically to reading achievement, self concept, and attendance in the following elementary schools: Fred A. Toomer, Walker Street, Jeremiah S. Gilbert, Jessie Mae Jones, J. C. Harris, John B. Gordon, and L. O. Kimberly. In most instances, it was found that such concerns as attendance and pupil mobility were not significant. Reading achievement in the various schools evaluated ranged from those that did not reveal any specific trend in total reading performance, to those in which pupils of some grades making a mean gain of one month for each month in the reading program, to those in which the mean reading gains were approximately one month's gain or better for every month in school for practically every grade level. (RJ)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC