Charting the Progress of New American Schools: Creating a School Reform Portfolio.

Autor/in	Mitchell, Karen J.
Institution	Rand Corp., Santa Monica, CA. Inst. on Education and Training.
Titel	Charting the Progress of New American Schools: Creating a School Reform Portfolio.
Quelle	(1995), (181 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Accountability; Data Collection; Educational Assessment; Educational Improvement; Educational Objectives; Elementary Secondary Education; Performance; Portfolio Assessment; Portfolios (Background Materials); Program Evaluation; School Restructuring; Self Evaluation (Groups) + Suchen Sie Ihr Suchwort? Verantwortung; Data capture; Datensammlung; Education; assessment; Bewertungssystem; Teaching improvement; Unterrichtsentwicklung; Educational objective; Bildungsziel; Erziehungsziel; Achievement; Leistung; Portfoliobeurteilung; Programme evaluation; Programmevaluation; Schulreformplan; Schulumwandlung; Self evaluation; Group; Groups; Selbstevaluation; Gruppe (Soz)
Abstract	Since 1992, the New American Schools Development Corporation (NASDC) has supported nine teams that developed designs for high-performance schools. This workbook is a guide developed for NASDC and for school-based reformers. It presents a framework for student and program evaluation called progress assessment. Chapters 2 through 5 provide suggestions, examples, and worksheets for evaluating school-reform programs. The progress-assessment framework is comprised of three steps: (1) specify program goals; (2) designate indicators of school change and program impact; and (3) define methods for data collection and analysis. Chapter 6 offers a template for developing school-reform portfolios, which promote accountability and continuous school improvement. The template has five sections: a statement of the school's vision and reform objectives; a description of the student population, school, and community; descriptions of initial implementation levels, early outcomes, and subsequent performance indicators; a summary of reform progress and challenges; and appendices that display supporting data. Three figures and three tables are included. The appendix contains the George Washington New American School portfolio for 1993-94. Contains 18 references. (LMI)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC