Year 2 Classical Greek Magnet Elementary Schools: 1990-1991. Formative Evaluation.

Autor/in	Seever, Mark
Institution	Kansas City School District, MO.
Titel	Year 2 Classical Greek Magnet Elementary Schools: 1990-1991. Formative Evaluation.
Quelle	(1991), (41 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; After School Programs; Curriculum Design; Demography; Elementary Education; Formative Evaluation; Greek Civilization; Liberal Arts; Magnet Schools; Parent Participation; Participant Satisfaction; Physical Education; Physical Fitness; Program Evaluation; Public Schools; School Age Day Care; School Desegregation; Student Behavior; Teacher Attitudes; Values Education + Suchen Sie Ihr Suchwort? Schulleistung; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Lehrplangestaltung; Demografie; Elementarunterricht; Elternmitwirkung; Körpererziehung; Sportunterricht; Leistungsfähigkeit; Programme evaluation; Programmevaluation; Public school; Öffentliche Schule; Integrative Schule; Student behaviour; Schülerverhalten; Lehrerverhalten; Werterziehung
Abstract	The second implementation year of Classical Greek magnet programs in two elementary schools in the school district of Kansas City, Missouri, is evaluated. The Pitcher Classical Greek Magnet (PCGM) School and Woodland Classical Greek Magnet (WCGP) School programs emphasize a strong liberal arts education that reflects the classical Greek ideal of a strong mind and a strong body. The programs are characterized by a consistent emphasis on the physical and mental development of the student, and a rigorous academic program is enhanced by a challenging physical education regimen. Among the findings are the following: both schools made progress toward desegregation enrollment goals; site visits found evidence of theme implementation at both schools; teachers were generally positive, although WCGM teachers rated the degree of theme infusion lower than their PCGM counterparts, who reported that student misbehavior hindered theme implementation; more than half the Iowa Tests of Basic Skills achievement scores for both schools in reading, language arts, math, science, and social studies were at or below district and national levels; third grade Missouri Mastery and Achievement Test scores were weak compared to state or district levels; and extended day programs were in place both before and after school. Twelve tables and figures report on achievement scores, enrollment data, and perceptions of staff and parents. (LB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC