Magnet School Program: 1987-1988. End-of-Year Report. OEA Evaluation Report.

Autor/inn/en	Mei, Dolores M.; und weitere
Institution	New York City Board of Education, Brooklyn. Office of Educational Assessment.
Titel	Magnet School Program: 1987-1988. End-of-Year Report. OEA Evaluation Report.
Quelle	(1988), (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Attendance; Cultural Differences; Educational Environment; High Schools; Humanities Instruction; Magnet Schools; Program Effectiveness; Program Evaluation; Racial Relations; Secondary Education; Student Attitudes; Urban Schools; New York (New York) + Suchen Sie Ihr Suchwort? Schulleistung; Anwesenheit; Kultureller Unterschied; Lernumgebung; Pädagogische Umwelt; Schulumwelt; High school; Oberschule; Geisteswissenschaftlicher Unterricht; Programme evaluation; Programmevaluation; Sekundarbereich; Schülerverhalten; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	During the 1987-88 school year the New York City Board of Education instituted Magnet School Programs in the following high schools: (1) Central Park East Secondary School; (2) The High School for the Humanities; (3) Townsend Harris High School; and (4) John Dewey High School. The programs at these schools were designed to offer special curricula in the Humanities not ordinarily available at students' zoned high schools, and to provide a school environment in which students of diverse racial and ethnic backgrounds would have increased achievement motivation. Administrators hoped this would translate into high attendance rates, high achievement, positive intergroup relations, and a positive attitude toward the Magnet Program. Overall, the program achieved its evaluation objectives, although there was some unevenness with respect to how well certain schools performed on individual objectives. Three of the four schools exceeded the achievement objective; three of the schools met the attendance objective; and students' responses to survey items about their school and their peers indicated generally favorable attitudes, despite the fact that the evaluation objective was not met in every case. Although the program's evaluation objectives were finalized late in the school year, the program was implemented successfully at the school level. However, late finalization of the objectives did preclude conducting a comprehensive program evaluation. Data are presented on three tables. (BJV)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC