'95 or Bust: Studying Writing in an Urban District as the Class of '95 Heads toward a High Risk, Statewide Graduation Test.

Autor/inn/en	Buddemeier, Richard E.; Raivetz, Mark J.
Titel	'95 or Bust: Studying Writing in an Urban District as the Class of '95 Heads toward a High Risk, Statewide Graduation Test.
Quelle	(1990), (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Trends; Elementary Secondary Education; Essay Tests; Grade 3; Grade 6; Graduation Requirements; Longitudinal Studies; Predictive Measurement; Research Methodology; School Districts; State Programs; Testing Programs; Urban Schools; Writing Evaluation; Writing Skills; New Jersey High School Proficiency Test + Suchen Sie Ihr Suchwort? Bildungsentwicklung; Schriftlicher Sprachgebrauch; School year 03; 3. Schuljahr; Schuljahr 03; School year 06; 6. Schuljahr; Schuljahr 06; Abschlussordnung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Research method; Forschungsmethode; School district; Schulbezirk; Regierungsprogramm; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Writing skill; Schreibfertigkeit
Abstract	In December 1993, children who were in grade 3 in the Trenton Public Schools (New Jersey) in 1985-86 will take a high-risk writing proficiency test to determine whether they will graduate from high school. An emerging study of the writing of the Class of 1995 in Trenton is described as students move toward that test. The activity of studying writing is described as a process of staff development. The study began in 1986 when the first samples of writing were collected from third-grade and sixth-grade students; 868 and 758 papers of third graders in 1986 and 1987, respectively, and 879 and 697 papers of sixth graders in 1986 and 1987, respectively, were analyzed. These samples established a baseline for program evaluation. Further information was collected in a large sampling (688 students) when the students were in grade 6 in 1989 and from random samplings (200-350 papers) in 1987 and 1988. Papers were coded by teacher, class, and school, and filed by grade and year. Scorers used 1986 and 1987 papers to select model papers representing a range of the children's work as developmental markers for the curriculum and as a working baseline and basis for two guides forming a writing evaluation system. The study has revealed much about the writing of children in Trenton schools, and it represents an initial step in finding ways of predicting the success of students and classes. The investigation holds the potential to enable generalizations about Trenton's instructional programs for young writers. Reconstructions of the individual portfolios of students will be a springboard for descriptions of how students in the Trenton schools learn to write. Appendices include a student portfolio profile sheet, two data tables, two graphs, directions and guidelines for teachers administering the preliminary writing tests, and data charts for test results. (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC