Turnaround Momentum Still Fragile

Autor/in	Klein, Alyson
Titel	Turnaround Momentum Still Fragile
Quelle	In: Education Week, 31 (2012) 28, S.1 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0277-4232
Schlagwörter	Federal Programs; Educational Change; School Turnaround; Grants; Educational Improvement; Program Effectiveness; Federal Aid; Federal Legislation; Academic Achievement; Mathematics Achievement; Reading Achievement; School Effectiveness; Low Achievement + Suchen Sie Ihr Suchwort? Bildungsreform; Grant; Finanzielle Beihilfe; Teaching improvement; Unterrichtsentwicklung; Bundesrecht; Schulleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Schuleffizienz; Unterdurchschnittliche Leistung
Abstract	The federal program providing billions of dollars to help states and districts close or remake some of their worst-performing schools remains a work in progress after two years, with more than 1,200 turnaround efforts under way but still no definitive verdict on its effectiveness. The School Improvement Grant (SIG) program, supercharged by a windfall of $3 billion under the federal economic-stimulus package in 2009, has jump-started aggressive moves by states and districts. To get their share of the SIG money, they had to quickly identify some of their most academically troubled schools, craft new teacher-evaluation systems, and carve out more time for instruction, among other steps. Some schools and districts spent millions of dollars on outside experts and consultants. Others went through the politically ticklish process of replacing teachers and principals, while combating community skepticism and meeting the demands of district and state overseers. It's not at all clear if the federal prescription can cure the most ailing schools and lead to long-term improvements, but preliminary student-achievement data for the program offer some promise. The U.S. Department of Education looked at about 700 of the schools in their second year of the program and found that a quarter of them posted double-digit gains in math during the 2010-2011 school year. Another 20 percent showed similar progress in reading. But a report last week by the Government Accountability Office, Congress' investigative arm, found that a number of states renewed grants for schools that did not meet annual goals and said states need more Education Department guidance in making those decisions. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10