Similar Students, Different Results: Why Do Some Schools Do Better? A Large-Scale Survey of California Elementary Schools Serving Low-Income Students. Initial Report of Findings

Autor/inn/en	Williams, Trish; Kirst, Michael; Haertel, Edward
Institution	EdSource, Inc., Palo Alto, CA.; Stanford Univ., CA.; California Univ., Berkeley; American Institutes for Research, Washington, DC.
Titel	Similar Students, Different Results: Why Do Some Schools Do Better? A Large-Scale Survey of California Elementary Schools Serving Low-Income Students. Initial Report of Findings
Quelle	(2005), (112 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	High Achievement; Elementary Schools; Academic Achievement; Correlation; Educational Practices; Low Income Groups; School Policy; Teacher Attitudes; Principals; Administrator Attitudes; Teaching Methods; Classroom Techniques; School Districts; State Standards; Educational Assessment; Instructional Leadership; Accountability; Board of Education Policy; Teacher Expectations of Students; California + Suchen Sie Ihr Suchwort? Elementary school; Grundschule; Volksschule; Schulleistung; Korrelation; Bildungspraxis; Schulpolitik; Lehrerverhalten; Principal; Schulleiter; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenführung; School district; Schulbezirk; Education; assessment; Bewertungssystem; Instruction; Leadership; Bildung; Erziehung; Führung; Verantwortung; Kalifornien
Abstract	By conducting a large scale survey of elementary schools across California serving similarly challenged low-income student populations, a collaborative research team (EdSource, Stanford University, U.C. Berkeley, and American Institutes for Research) sought to find which current K-5 practices and policies are most strongly correlated with high achievement. The study's surveys focused on concrete and actionable practices and policies at the school level, but also gathered teacher and principal reports about district and classroom practices. Specifically, this study surveyed teachers and principals at California elementary schools in the 25th to 35th percentile band of the School Characteristics Index (serving high proportions of low-income students), then analyzed their survey results against the school's Academic Performance Index score for 2005. (Author).
Anmerkungen	EdSource, 520 San Antonio Road, Suite 200, Mountain View, CA 94040-1217. Tel: 650-917-9481; Fax: 650-917-9482.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10