Accelerating the Progress of ALL Students. Rockefeller Institute Special Report, Number 31.

Autor/in	Levin, Henry M.
Institution	State Univ. of New York, Albany. Nelson A. Rockefeller Inst. of Government.
Titel	Accelerating the Progress of ALL Students. Rockefeller Institute Special Report, Number 31.
Quelle	(1991), (37 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Stellungnahme; Acceleration (Education); Educational Finance; Educational Innovation; Elementary Education; High Risk Students; School Based Management; School Restructuring; Time on Task + Suchen Sie Ihr Suchwort? Acceleration; Beschleunigung; Bildungsfonds; Instructional innovation; Bildungsinnovation; Elementarunterricht; Problemschüler; Schulreformplan; Schulumwandlung; Zeitaufwand
Abstract	The Accelerated School Program is designed to improve the education of disadvantaged students by using "acceleration" techniques used with gifted and talented students. The goal is to speed up the learning of at-risk students so they will be able to perform at grade level by the end of elementary school. Central to the strategy is the placement of curriculum and instructional decisions in the hands of the instructional staff, requiring a complete restructuring of the traditional school organization. The emphasis on local responsibility for educational outcomes requires an appropriate decision-structure built around the school's unity of purpose. The school must also develop the capacity to identify challenges, to understand these challenges, and to implement and evaluate solutions. Fifty schools nationwide have begun the six-year process needed to implement the accelerated school program. Cost estimates average about $1,000 per pupil per year. Although many issues regarding curriculum development, changing staff roles, and developing parent participation will require further exploration, the Accelerated Schools Model offers hope for closing the educational gap between America and other countries, and between the disadvantaged and the advantaged. Comments by T. P. Fitzgerald, Frances Kemmerer, and Steven D. Gold and a response by the presenter are included. (FMW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC