Preliminary Study of the MCPS Honors Program.

Autor/inn/en	Splaine, Pam; Gross, Susan
Institution	Montgomery County Public Schools, Rockville, MD. Dept. of Educational Accountability.
Titel	Preliminary Study of the MCPS Honors Program.
Quelle	(1984), (43 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academically Gifted; Admission Criteria; High Schools; Honors Curriculum; Inservice Teacher Education; Program Evaluation; Program Implementation; Racial Balance; Student Attitudes; Student Characteristics; Student Evaluation; Teacher Attitudes + Suchen Sie Ihr Suchwort? Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; High school; Oberschule; Lehrerfortbildung; Programme evaluation; Programmevaluation; Schülerverhalten; Schulnote; Studentische Bewertung; Lehrerverhalten
Abstract	This is a preliminary evaluation on the first year (1983-84) implementation of the expanded senior high school level gifted and talented Honors Program in the Montgomery County Public Schools (MCPS), Maryland. The Honors Program includes Advanced Placement courses, Advanced Level courses, and honors level work in designated MCPS Program of Studies courses. Data were collected from three sources: (1) student and teacher interviews at six high schools; (2) systemwide enrollment and performance data for the first semester; and (3) telephone interview comments from school administrators and guidance counselors. The study revealed findings in four areas: honors policy compliance; description of participating students; satisfaction with the Honors Program; and emerging problems. Findings show that the MCPS Honors program is in place and being implemented according to county guidelines in all areas except foreign language. The curriculum is differentiated and challenging. Honors program students believe they are learning more and better. Recommendations include: (1) continuing effort to encourage Black and Hispanic student participation; (2) adding and subtracting certain Honors Program Courses; (3) improving procedures for students exiting at mid-semester; (4) investigating the advisabiliy of Cluster Classes and independent studies; and (5) providing more training guides and materials. Appendices contain three tables with data on participation in each Honors Program course by race, sex, and grade distributions for these courses. (BS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC