Success for All: Effects of Variations in Duration and Resources of a Schoolwide Elementary Restructuring Program. Report No. 2.

Autor/inn/en	Slavin, Robert E.; und weitere
Institution	Center for Research on Effective Schooling for Disadvantaged Students, Baltimore, MD.
Titel	Success for All: Effects of Variations in Duration and Resources of a Schoolwide Elementary Restructuring Program. Report No. 2.
Quelle	(1990), (40 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Economically Disadvantaged; Educational Resources; Elementary Education; Elementary School Curriculum; Elementary School Students; Grade Repetition; High Risk Students; Kindergarten Children; Placement; Prereading Experience; Preschool Children; Preschool Education; Program Effectiveness; Program Implementation; Reading Skills; School Restructuring; Time Factors (Learning); Urban Education + Suchen Sie Ihr Suchwort? Bildungsmittel; Elementarunterricht; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Problemschüler; Betriebspraktikum; Praktikum; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Reading skill; Lesefertigkeit; Schulreformplan; Schulumwandlung; Stadtteilbezogenes Lernen
Abstract	This paper describes the second year of the Success for All program, which tries to assure that each student in an inner-city school succeeds in acquiring basic skills in the early grades. The program was first implemented in the 1987-88 school year in Abbottson Elementary School in Baltimore. First year results revealed substantially higher student performance in language and reading, and substantially reduced student retention and placement in special classes in comparison with a matched school. This paper adds four major sets of findings to the earlier study. The discussion covers: (1) results of the second year of program implementation at the pilot school; (2) the evaluation of a replication of Success for All in its fully funded form in one of the poorest elementary schools in Baltimore; (3) the evaluation of a form of Success for All designed to be implemented under Chapter 1 schoolwide funds with relatively minor additional costs; and (4) the evaluation of the beginning reading component of the program. Sections of the document detail program elements, variations, evaluation design, and results. Findings imply that the insuring of kindergarten children's success at school may almost eliminate the need for retention in grade and placement in special classes. (RH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC