Implementing School Improvement Strategies that Work: An Analysis of School Performance at Arkansas "High Schools That Work" Sites

Autor/inn/en	Bottoms, Gene; Han, Lingling
Institution	Southern Regional Education Board
Titel	Implementing School Improvement Strategies that Work: An Analysis of School Performance at Arkansas "High Schools That Work" Sites
Quelle	(2010), (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	High Schools; Student Attitudes; Graduation Rate; Academic Achievement; Academic Education; Teacher Surveys; Student Surveys; Program Effectiveness; Career Education; Technology Education; Educational Change; Program Implementation; Models; Measures (Individuals); College Preparation; Educational Practices; Mathematics Tests; Reading Tests; Science Tests; Partnerships in Education; Educational Indicators; Federal Programs; Educational Improvement; Arkansas + Suchen Sie Ihr Suchwort? High school; Oberschule; Schülerverhalten; Schulleistung; Akademische Bildung; Schülerbefragung; Arbeitslehre; Technisch-naturwissenschaftlicher Unterricht; Bildungsreform; Analogiemodell; Messdaten; Bildungspraxis; Lesetest; Hochschulpartnerschaft; Educational indicato; Bildungsindikator; Teaching improvement; Unterrichtsentwicklung
Abstract	Southern Regional Education Board's (SREB's) "High Schools That Work" ("HSTW") initiative works with more than 1,100 schools in 30 states and the District of Columbia to improve school and classroom practices and prepare more students for success in postsecondary studies, advanced training and careers. Forty-nine Arkansas schools, including six shared-time career centers, participate in the "HSTW" network. Schools participating in the "HSTW" network use the "HSTW" Assessment to measure student achievement as well as progress in implementing the "HSTW" framework of Key Practices. This assessment includes three subject tests (reading, mathematics and science), a student survey and a teacher survey. By measuring students' perceptions of their school and classroom experiences, SREB is able to help schools identify which strategies have been implemented schoolwide, which have not, and which need to be implemented with greater fidelity to affect achievement and graduation rates more positively. SREB analyzed the 43 Arkansas "HSTW" high schools' state report cards, achievement data, and student and teacher survey results to determine how schools' implementation of the "HSTW" design is affecting their progress. The implementation level was determined by the extent to which students' school and classroom experiences indicated the "HSTW" Key Practices have been implemented effectively to aid students' learning. Using the results from the "HSTW" Assessment, SREB classified the 43 Arkansas "HSTW" sites into three categories: Twelve schools were classified as high-implementation schools, 10 were classified as moderate-implementation and 21 as low-implementation. These data reveal that implementing the "HSTW" whole-school reform model can help schools improve outcomes for their students. When schools adopt a high school reform design that links a "ready" college preparatory academic curriculum with quality CT (career/technical) studies and assists students to set goals and pursue programs of study to achieve those goals, more students will complete high school. (Contains 4 footnotes and 6 tables.) (ERIC).
Anmerkungen	Southern Regional Education Board. 592 10th Street NW, Atlanta, GA 30318-5790. Tel: 404-875-9211; Fax: 404-872-1477; e-mail: publications@sreb.org; Web site: http://www.sreb.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10