A Case Study of Rockcastle County (Kentucky) School District and Its Role as a Partner in the NSF-Supported Appalachian Rural Systemic Initiative.

Autor/in	Horn, Jerry G.
Institution	Western Michigan Univ., Kalamazoo. Evaluation Center.
Titel	A Case Study of Rockcastle County (Kentucky) School District and Its Role as a Partner in the NSF-Supported Appalachian Rural Systemic Initiative.
Quelle	(2000), (38 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Case Studies; Community Characteristics; County School Districts; Dropout Rate; Educational Assessment; Educational Attainment; Educational Change; Educational History; Elementary Secondary Education; Local History; Mathematics Education; Rural Schools; Science Education + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Education; assessment; Bewertungssystem; Bildungsabschluss; Bildungsgut; Bildungsreform; History of education; Bildungsgeschichte; Ortsgeschichte; Mathematische Bildung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Naturwissenschaftliche Bildung
Abstract	This case study examines the history and current circumstances of education in Rockcastle County (Kentucky) in the context of its participation in the Appalachian Rural Systemic Initiative (ARSI), which aims to improve science and mathematics achievement through systemic reform. Background is presented on the county's history, demography, and economic condition. The county is characterized by a sense of isolation, poverty, low educational achievement, and general feeling of low self-esteem. The school district serves approximately 2,900 students in five elementary and secondary schools. Despite good facilities and the district's involvement in several reform efforts, the dropout rate is high. Math and science scores on standardized tests are quite good in third grade but decline considerably in later grades. State accountability data showed some improvement in math and science from 1993 to 1998, but in 1998, less than 38 percent of students reached the "proficient" level or higher in math and less than 18 percent reached that level in science. ARSI attempts to build on local efforts to improve math and science education by providing professional development, technical assistance, and connection to "resource collaboratives" at regional universities. In this district, ARSI had provided guidance for development and improvement through program audits in math and science. The case study team evaluated district progress in terms of the "six drivers of educational system reform": implementation of standards-based curriculum, supportive policies, convergence of resources to support math and science programs, broad-based parent and community support, improved student achievement, and improved equity of achievement. The district received moderate to strong ratings on all six drivers, acknowledging the concerted efforts of local educators in the face of limited results. (SV)
Anmerkungen	For full text: http://www.wmich.edu/evalctr/rsi/rockcastle.html.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC