Evolving an Accelerated School Model through Student Perceptions and Student Outcome Data

Autor/inn/en	Braun, Donna L.; Gable, Robert K.; Billups, Felice D.; Vieira, Mary; Blasczak, Danielle
Titel	Evolving an Accelerated School Model through Student Perceptions and Student Outcome Data
Quelle	In: Journal of Educational Issues, 2 (2016) 2, S.385-406 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2377-2263
Schlagwörter	Acceleration (Education); Public Schools; Educational Change; Middle Schools; At Risk Students; Grade Repetition; Social Promotion; Mixed Methods Research; Student Attitudes; Outcomes of Education; Dropout Prevention; Nontraditional Education; High School Students; Teacher Characteristics; Educational Practices; Sense of Community; Self Efficacy; Educational Environment; Cultural Differences; Rhode Island + Suchen Sie Ihr Suchwort? Acceleration; Beschleunigung; Public school; Öffentliche Schule; Bildungsreform; Middle school; Mittelschule; Mittelstufenschule; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Soziale Unterstützung; Schülerverhalten; Lernleistung; Schulerfolg; Non-traditional education; Alternative Erziehung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Bildungspraxis; Self-efficacy; Selbstwirksamkeit; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Kultureller Unterschied
Abstract	A mixed methods convergent evaluation informed the redesign of an innovative public school that uses an accelerated model to serve grades 7-9 students who have been retained in grade level and are at risk for dropping out of school. After over 25 years in operation, a shift of practices/policies away from grade retention and toward social promotion required the school to adapt their model to best served students with high risk factors for dropping out of school who have been socially promoted, rather than retained in grade level. This study provided the qualitative (perspectives of former students (N = 8) and quantitative (demographic and outcome variables for students (N = 164) who completed the program between 2007-2009) data to ground the evolution of the school model. Five critical aspects of the school model emerged from the former students: teacher as warm demander, diverse and creative practices, being one community, student self-efficacy, and upholding diversity and equity. Quantitative analyses revealed the key finding that the number of times a student accelerated to the next grade in their courses was a positive predictor of all the high school outcomes studied. Data mixed during interpretation generated recommendations to continue strong practices and strengthen the following: have students set, monitor, and share progress; increase clear and high expectations; engage the adult community in setting, tracking and assessing goals; and increase culturally competent practices. These findings can also be used by schools serving students who may be at risk for dropping out of school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01