Second Year Evaluation of Tennessee Charter Schools, 2004-2005

Autor/inn/en	Ross, Steven M.; McDonald, Aaron J.; Bol, Linda
Institution	Memphis Univ., TN. Center for Research in Educational Policy.; Old Dominion Univ., Norfolk, VA.
Titel	Second Year Evaluation of Tennessee Charter Schools, 2004-2005
Quelle	(2005), (95 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Federal Legislation; Program Implementation; Academic Achievement; Charter Schools; Program Evaluation; Program Effectiveness; Educational Environment; Reading Skills; Mathematics Skills; Achievement Tests; Teaching Methods; Educational Quality; Teacher Attitudes; Faculty Development; Parent Attitudes; Parent School Relationship; Urban Schools; Poverty; Tennessee + Suchen Sie Ihr Suchwort? Bundesrecht; Schulleistung; Charter school; Charter-Schule; Programme evaluation; Programmevaluation; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Reading skill; Lesefertigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Teaching method; Lehrmethode; Unterrichtsmethode; Quality of education; Bildungsqualität; Lehrerverhalten; Elternverhalten; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Armut
Abstract	The purpose of the present evaluation study was to examine the progress made in program implementation, school climate, and student achievement by the seven charter schools. A "mixed-methods" design, encompassing both qualitative and quantitative data, was employed. The questions upon which the evaluation methods are based relate to the progress of individual schools and the overall group in implementing desired strategies for curriculum, instruction, and organization, and in attaining the goals of No Child Left Behind by bringing every child to proficiency in reading and mathematics on the Tennessee Comprehensive Assessment Program TCAP by 2014. It should be noted that student achievement will be more fully examined in a supplemental report when student-level data become available. School Observation Measure (SOM) Data Summary is appended. (Contains 10 tables.) (ERIC).
Anmerkungen	Center for Research in Educational Policy (CREP). University of Memphis, 325 Browning Hall, Memphis, TN 38152. Tel: 1-866-670-6147; Tel: 901-678-2310; e-mail: coe_crep@cc.memphis.edu; Web site: http://crep.memphis.edu.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10