Magnet Schools Assistance Program 1993-95. Evaluation Report.

Autor/inn/en	Johnson, Janet L.; Donley, Jan
Institution	Wake County Public Schools System, Raleigh, NC. Dept. of Evaluation and Research.
Titel	Magnet Schools Assistance Program 1993-95. Evaluation Report.
Quelle	(1996), (68 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Educational Objectives; Educational Technology; Elementary Schools; Elementary Secondary Education; Enrollment; Federal Aid; Grants; High Schools; Magnet Schools; Middle Schools; Minority Groups; Parent Attitudes; Program Evaluation; Racial Composition; Teacher Attitudes; Technological Advancement + Suchen Sie Ihr Suchwort? Schulleistung; Educational objective; Bildungsziel; Erziehungsziel; Unterrichtsmedien; Elementary school; Grundschule; Volksschule; Einschulung; Grant; Finanzielle Beihilfe; High school; Oberschule; Middle school; Mittelschule; Mittelstufenschule; Ethnische Minderheit; Elternverhalten; Programme evaluation; Programmevaluation; Lehrerverhalten; Technological development; Technologische Entwicklung
Abstract	The federally funded Magnet Schools Assistance Program was funded to eight magnet schools in the Wake County (North Carolina) Public School System (WCPSS) to reduce minority group isolation and to strengthen academic offerings, by integrating technology into instruction as a key element. In 1993-94 and 1994-95 grant monies were provided to six elementary schools, one middle school, and one high school. This evaluation examined factors related to the goals and objectives of the program. Parent survey data, student achievement data, and enrollment and magnet school application data were used. The grant provided a full- or half-time instructional technology resource teacher for each school. A variety of technology program components were implemented at grant schools. Teacher attitudes toward technology improved in the grant period, and parent attitudes became more positive. There was moderate success in terms of improved racial balance at five of the schools. Baseline data had shown large differences between majority and minority achievement in these schools; the greatest successes in improving achievement were at the elementary level. The two schools with the full-time instructional technology resource teachers had the greatest success in reaching academic goals in both reading and mathematics. The grant program has demonstrated that technology can improve instruction and achievement if well implemented. Six attachments present overall evaluation results, a glossary, and supplemental materials about the program. (Contains 29 tables and 3 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC