An Analysis of the Effect of Children Achieving on Student Achievement in Philadelphia Elementary Schools.

Autor/inn/en	Tighe, Erin; Wang, Aubrey; Foley, Ellen
Institution	Consortium for Policy Research in Education, Philadelphia, PA.
Titel	An Analysis of the Effect of Children Achieving on Student Achievement in Philadelphia Elementary Schools.
Quelle	(2002), (45 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Educational Change; Educational Environment; Educational Improvement; Elementary Secondary Education; Grade 4; Poverty; Program Evaluation; Reading Achievement; School Safety; School Size; Teaching Experience; Urban Schools + Suchen Sie Ihr Suchwort? Schulleistung; Bildungsreform; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teaching improvement; Unterrichtsentwicklung; School year 04; 4. Schuljahr; Schuljahr 04; Armut; Programme evaluation; Programmevaluation; Leseleistung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	This report presents findings from an evaluation of Philadelphia's Children Achieving reform agenda, which was designed to improve the Philadelphia public schools. Between 1995-1996 and 2000-2001, interviews were conducted with hundreds of teachers, principals, parents, students, district officials, and civic leaders. Researchers sat in on meetings where the plan was developed, observed its implementation in classrooms and schools, conducted two systemwide surveys of teachers, and carried out independent analyses of the district's test results and other indicators of system performance. Results indicate that Children Achieving reforms are related to students' school achievement. Children Achieving reform components demonstrate significant relationships to fourth grade reading achievement. Schools with more obstacles to learning and with more safety concerns have a higher probability that fourth graders will score below the mean in standardized reading achievement. These relationships are even higher among high poverty schools. Well-implemented small learning communities provide a good learning environment and are better implemented in safer schools with a greater sense of teacher professional community and fewer obstacles to learning. School size and teacher experience relate to both obstacles to student learning and teacher-reported professional community. Three appendices present analysis of the Survey of Philadelphia Teachers, the 1998-1999 Teacher Survey, and rationale for and description of variable categories. (SM)
Anmerkungen	Consortium for Policy Research in Education, University of Pennsylvania, Graduate School of Education, 3440 Market Street, Suite 560, Philadelphia, PA 19104-3325. Tel: 215-573-0700; e-mail: cpre@gse.upenn.edu; Web site: http:www.cpre.org.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC