The Longitudinal Evaluation of School Change and Performance LESCP in Title I Schools. Final Report. Volume 2: Technical Report.Reportar como inadecuado

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The Longitudinal Evaluation of School Change and Performance (LESCP) analyses were organized around policies embodied in Title I of the Elementary and Secondary Education Act. This study measured changes in student performance in seventy-one high-poverty schools, which included many schools that had implemented standards-based reform policies. The study focused on: (1) analyzing student outcomes in reading and mathematics associated with specific practices in classroom curriculum and instruction; and (2) broadening its lens to learn about policy conditions, especially with regard to standards-based reform, under which the potentially effective classroom practices were likely to flourish. The report used data from standardized achievement tests, teacher surveys, district administrator and principal surveys, focus groups of school staff and parents, classroom observations, state and district policy statements, and student records. A particular asset of the study was its longitudinal database on more than 1,000 individual students, with student performance data linked to teachers' survey responses. This enabled researchers to pursue a detailed study of student performance in relation to the specific instructional conditions experienced by those students over time, with statistical controls for important background variables such as poverty. While confirming the harmful effects of poverty on the performance of students and schools, the findings point to some instructional practices that may boost performance in reading and mathematics. They also show an association between some of those practices and the standards-based reform approach of the current Title I program. The report contains four technical appendices. (SM)

Descriptors: Academic Achievement, Academic Standards, Board of Education Policy, Compensatory Education, Educational Change, Educationally Disadvantaged, Elementary Education, Faculty Development, Mathematics Instruction, Parent Teacher Cooperation, Poverty, Reading Instruction, School Policy, Student Evaluation, Teaching Methods

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Autor: Westat, Inc., Rockville, MD.; Policy Studies Associates, Inc., Washington, DC.


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