Taking Stock: Five Years of Structural Change in Boston's Public Schools. A Boston Indicators Project Special Report

Autor/in	McEnroe, Ted
Institution	Boston Foundation
Titel	Taking Stock: Five Years of Structural Change in Boston's Public Schools. A Boston Indicators Project Special Report
Quelle	(2014), (32 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Change; Public Schools; Urban Schools; Outcomes of Education; Academic Achievement; Student Improvement; Educational Trends; Elementary Secondary Education; Trend Analysis; Correlation; Instructional Program Divisions; Kindergarten; Grade 2; Grade 6; Grade 8; Grade 10; High Schools; Postsecondary Education; School District Autonomy; Institutional Characteristics; Charter Schools; School Turnaround; Special Schools; Educational Indicators; Educational Improvement; Educational History; Statistical Data; Achievement Gap; Elementary School Students; Emergent Literacy; Reading Fluency; Reading Tests; Racial Differences; Gender Differences; English Language Learners; Disabilities; Reading Skills; Mathematics Skills; Language Arts; Massachusetts (Boston); Dynamic Indicators of Basic Early Literacy Skills (DIBELS) + Suchen Sie Ihr Suchwort? Bildungsreform; Public school; Öffentliche Schule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lernleistung; Schulerfolg; Schulleistung; Bildungsentwicklung; Trendanalyse; Korrelation; School year 02; 2. Schuljahr; Schuljahr 02; School year 06; 6. Schuljahr; Schuljahr 06; School year 08; 8. Schuljahr; Schuljahr 08; High school; Oberschule; Post-secondary education; Tertiäre Bildung; School district; School districts; Autonomy; School autonomy; Schulautonomie; Charter school; Charter-Schule; Special school; Sonderschule; Educational indicato; Bildungsindikator; Teaching improvement; Unterrichtsentwicklung; History of education; Bildungsgeschichte; Frühleseunterricht; Lesetest; Rassenunterschied; Geschlechterkonflikt; Handicap; Behinderung; Reading skill; Lesefertigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Sprachkultur
Abstract	While structural reform has certainly inspired change in Boston's public schools, its true value is best measured by examining the impact those changes have had on students. Seen through the lens of student performance over the past five years there is ample suggestion that these structural changes have been more than just window dressing--they have played a role in an overall improvement in student performance. This report is not designed to be a full analysis or accounting of the efforts to improve Boston's public schools, but to capture the impact of the structural changes of the past five years that, in sum, have created a seismic shift in public schooling in Boston. This report looks at the overall K-12 spectrum to see trends in structural change as well as examining student achievement trends in recent years to see what structural changes might be correlated with students success at various grade levels (Kindergarten, Grade 3, Grade 6, Grade 8, and Grade 10, with an examination of high school completion and post-secondary outcomes as well). It also looks at school autonomy and student performance, examining how all types of schools with autonomy compare with those with lesser autonomy. Finally, the report outlines some unresolved issues. (ERIC).
Anmerkungen	Boston Foundation. 75 Arlington Street, Boston, MA 02116. Tel: 617-338-2646; e-mail: txt@tbf.org; Web site: http://www.tbf.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01