Toward Systemic Reform in High-Poverty Schools: A Comparative Analysis of Two Large School Districts.

Autor/inn/en	Wong, Kenneth K.; Alkins, Kimberley F.
Titel	Toward Systemic Reform in High-Poverty Schools: A Comparative Analysis of Two Large School Districts.
Quelle	(1999), (38 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Curriculum; Disadvantaged Youth; Educational Assessment; Educational Change; Educational Policy; Elementary Secondary Education; Ethnicity; High Risk Students; Parent Participation; Professional Development; Racial Differences; School Districts; Systems Development; Urban Schools + Suchen Sie Ihr Suchwort? Curricula; Lehrplan; Rahmenplan; Benachteiligter Jugendlicher; Education; assessment; Bewertungssystem; Bildungsreform; Politics of education; Bildungspolitik; Ethnizität; Problemschüler; Elternmitwirkung; Rassenunterschied; School district; Schulbezirk; System development; Systementwicklung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	The effects of current school reforms on teaching and learning for students at risk of educational failure were studied by examining systemic reform strategies in two large school districts, Montgomery County (Maryland) and Philadelphia (Pennsylvania). Montgomery County is implementing the "Success for Every Student" program, an educational policy that provides broad strategies and specific tasks for schools. Philadelphia began its "Children Achieving" agenda in 1995. Impacts of these reforms on Title I schoolwide programs, curriculum standards, assessment, professional development, and parental involvement were studied at the school/classroom and system levels. Student achievement trends were also examined. Overall, the case studies of Title I programs in these two districts indicate that the schools are making efforts to move toward systemic improvements. Standards are being taken seriously in both districts, and professional development is being emphasized. Flexibility at the school and classroom levels is allowing innovation in instructional strategies. However, parent involvement efforts should be increased in both districts. Test scores still present a less than positive picture of achievement in both districts, especially when scores are disaggregated by race and ethnicity; but given the newness of the reform efforts, it would be unfair to conclude that these districts have failed in their attempts to provide success for all students. An appendix contains a list of sources used in the study and a description of the components of the Philadelphia plan. (Contains 10 tables and 21 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC