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North Carolina is implementing a new accountability model, the ABCs (Accountability, Basics, and local Control) model. As a beginning examination of the implementation of this model, the Department of Public Instruction studied 11 high-poverty schools that demonstrated success in moving students up the state's Achievement Levels on the end-of-grade tests. An index was derived as the measure of improvement. In the schools selected, at least one cohort had demonstrated exemplary growth in both reading and mathematics over 1 year, or exemplary growth in one subject over 2 years. The chosen schools were visited by two-person observation teams who interviewed the principals and teachers who had contributed to the academic growth of students. The following characteristics were found in at least several of the schools studied: (1) high expectations are universal; (2) care and respect are clearly evident; (3) the environment is orderly and safe; (4) reform is teacher driven; (5) the principal leads and supports teamwork; (6) assessment is important and is used; (7) the school focuses on the state's Standard Course of Study; (8) instruction is both didactic and hands-on; (9) extra help and early intervention are provided; and (10) schools and educators are willing to experiment. Six appendixes list members of the evaluation team and present five tables of study data. (SLD)

Descriptors: Academic Achievement, Accountability, Achievement Gains, Disadvantaged Youth, Educational Environment, Educational Improvement, Educational Innovation, Elementary Secondary Education, Mathematics, Models, Reading, Teacher Expectations of Students, Teaching Methods











Autor: North Carolina State Dept. of Public Instruction, Raleigh. Div. of Accountability Services-Research.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=10809&id=ED421482



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