Literaturnachweis - Detailanzeige
| Autor/inn/en | Maier, Peter; Molnar, Alex; Percy, Stephen; Smith, Phillip; Zahorik, John |
|---|---|
| Institution | Wisconsin Univ., Madison. Center for Urban Iniatives and Research. |
| Titel | First Year Results of the Student Achievement Guarantee in Education Program. Executive Summary. |
| Quelle | (1997), (85 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 eventually reducing the student-teacher ratio in kindergarten through grade 3 to 15:1. During 1995-1996, the Sage program was implemented in 30 schools in 21 school districts. Over the course of the year, it involved 3,614 students and 220 teachers in 190 kindergarten and first-grade classrooms. Other components of the SAGE program are rigorous curriculum, staff development, and the "lighted schoolhouse" program of before and after school activities. Thirty SAGE schools were compared with 16 comparison schools. Standardized test results were used to study the academic achievement of first graders; kindergarten students did not take standardized tests. The program was evaluated through teacher questionnaires and observations. Taken together, teacher interviews, classroom observations, teacher activity logs, and teacher questionnaires provide a picture of teaching and learning in a 15:1 student-teacher ratio classroom. Discipline and classroom management problems were greatly reduced in SAGE classes, and increased instructional time was available. Although all teachers said some changes had taken place in their instructional approaches, a major change in classroom events was not observed through the school year. Nor was there the swing toward student-centered teaching that might be expected as a result of reduced class size. Teacher and principal responses to questionnaire items about rigorous curriculum and staff development are summarized. Twenty of the SAGE schools reported an increase in participation in lighted schoolhouse activities, and 3 reported a decrease in participation. (Contains 45 tables.) (SLD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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