Catching Up: Effect of the Talent Development Ninth-Grade Instructional Interventions in Reading and Mathematics in High-Poverty High Schools

Autor/inn/en	Balfanz, Robert; Legters, Nettie; Jordan, Will
Titel	Catching Up: Effect of the Talent Development Ninth-Grade Instructional Interventions in Reading and Mathematics in High-Poverty High Schools
Quelle	In: NASSP Bulletin, 88 (2004) 641, S.3-30 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0192-6365
DOI	10.1177/019263650408864102
Schlagwörter	Program Effectiveness; Talent Development; Grade 9; High Schools; Reading Achievement; Mathematics Achievement; Multiple Regression Analysis; Program Evaluation; Urban Schools; Disadvantaged Schools; Reading Instruction; Mathematics Instruction; Intervention + Suchen Sie Ihr Suchwort? Begabtenförderung; Talentförderung; School year 09; 9. Schuljahr; Schuljahr 09; High school; Oberschule; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Programme evaluation; Programmevaluation; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Leseunterricht; Mathematics lessons; Mathematikunterricht
Abstract	Little is known about the feasibility and rapidity with which the academic learning of students who enter high school multiple years behind grade level can be accelerated. This study uses multiple regression analyses of standardized test and survey data from high-poverty high schools in two large urban districts to evaluate initial effects of the Talent Development High Schools (TDHS) ninth-grade instructional program in reading and mathematics. Pre-, post-, and match-control comparisons show that students in TDHS significantly outperformed students in the control schools in mathematics and reading. Supplemental surveys show a higher percentage of students in TDHS reported learning new skills, strategies, and concepts, and TDHS teachers indicated they were able to use a more varied set of activities during extended periods, use cooperative learning strategies, engage students in group projects, and have students present multiple solutions or methods and relate their academic work to real-world experiences and examples. (Author).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10