Sustaining Reform: Students' Appraisals of the Second Year in Talent Development High Schools in Philadelphia, 2000-2001.

Autor/inn/en	Corbett, H. Dickson; Wilson, Bruce L.
Institution	Philadelphia Education Fund, PA.
Titel	Sustaining Reform: Students' Appraisals of the Second Year in Talent Development High Schools in Philadelphia, 2000-2001.
Quelle	(2001), (33 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Black Students; Educational Change; Educational Improvement; High Risk Students; High School Students; High Schools; Hispanic American Students; Poverty; Program Effectiveness; Student Attitudes; Talent Development; Teacher Expectations of Students; Urban Schools + Suchen Sie Ihr Suchwort? Schulleistung; Bildungsreform; Teaching improvement; Unterrichtsentwicklung; Problemschüler; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Armut; Schülerverhalten; Begabtenförderung; Talentförderung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	This report summarizes the responses of students in two Philadelphia high schools to the second year of implementation of the Talent Development comprehensive school reform model. Both schools served low-income, predominantly African American and Hispanic American students. The Talent Development model was intended to improve schools facing problems with attendance, discipline, achievement, and dropping out. Its cornerstone was the Ninth Grade Success Academy, which promoted high expectations and extensive academic and social support as central vehicles for encouraging success for all. Interviews with 9th and 10th grade students were compared to interviews with students from a school in the first year of program implementation. Overall, students in both groups had similar attitudes. They were satisfied with the quality of their education and appreciated the support. Students articulated the value of teams as a meaningful organizational unit that connected them to the school via activities and offered more diverse learning activities. Students thought their teachers were doing a good job, that they themselves were making progress toward graduation, that few improvements were needed, and that their academy choice for the next year would help them with future careers. (SM)
Anmerkungen	Philadelphia Education Fund, 7 Benjamin Franklin Parkway, Suite 700, Philadelphia, PA 19103-1208. Tel: 215-665-1400, ext. 3485; Web site: http://www.philaedfund.org. For full text: http://www.philaedfund.org/pdfs/Sustaining_Reform.pdf.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC