Literaturnachweis - Detailanzeige
| Autor/inn/en | Molnar, Alex; Smith, Philip; Zahorik, John |
|---|---|
| Institution | Wisconsin Univ., Madison. School of Education. |
| Titel | Evaluation Results of the Student Achievement Guarantee in Education (SAGE) Program, 1997-98. |
| Quelle | (1998), (92 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; Achievement Gains; Class Size; Disadvantaged Youth; Elementary School Students; Low Income Groups; Poverty; Primary Education; Program Evaluation; State Programs; Teacher Student Ratio; Teaching Methods; Wisconsin |
| Abstract | The Student Achievement Guarantee in Education (SAGE) program is a statewide effort in Wisconsin to increase the academic achievement of children living in poverty by reducing the student-teacher ratio in kindergarten through grade 3 to 15:1. This report is the second of five annual evaluation reports. During the 1997-1998 school year, the SAGE evaluation added 113 second-grade classrooms to the original 30 SAGE schools and the 84 kindergartens, 96 first grades, and 5 mixed grade classrooms studied initially. In 1998-99, the third-grade classrooms at these schools were to be added. Academic achievement will be assessed at these schools through the 2000-2001 school year. The academic achievement of these students was studied through standardized tests administered at grades other than kindergarten. First-grade students in SAGE schools achieved significantly higher scores than students in comparison classrooms in all tested subjects (mathematics, reading, and language arts). Although African American SAGE students scored below comparisons in the pretest, they made significantly larger gains than comparison school students from pretest to post-test. The achievement advantage appeared to continue in grade 2, but did not increase significantly. Interviews with teachers, classroom observations, and teacher logs showed positive aspects of SAGE classrooms. Teachers thought they had greater knowledge of their students with more individualized instruction time, and they were required to spend less time in class management. Instruction was mainly teacher-centered. The implications for smaller class size for instruction and achievement are discussed. The teacher interview guide is attached. (Contains 62 tables and 10 references.) (SLD) |
| Anmerkungen | For full text: http://www.uwm.edu/SOE/centers&projects/sage/. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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