The 1996 High Schools That Work Assessment: Science. Good News, Bad News and Actions. Research Brief.

Autor/inn/en	Bottoms, Gene; Feagin, Caro H.
Institution	Southern Regional Education Board, Atlanta, GA.
Titel	The 1996 High Schools That Work Assessment: Science. Good News, Bad News and Actions. Research Brief.
Quelle	(1997), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Blacks; Educational Policy; Educational Trends; Enrollment; Enrollment Trends; Females; High School Students; High Schools; Instructional Improvement; Longitudinal Studies; Racial Differences; Science Achievement; Science Instruction; Sex Differences; Student Evaluation; Teacher Expectations of Students; Teacher Role; Vocational Education; Womens Education + Suchen Sie Ihr Suchwort? Black person; Schwarzer; Politics of education; Bildungspolitik; Bildungsentwicklung; Einschulung; Weibliches Geschlecht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Unterrichtsqualität; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Rassenunterschied; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Sex difference; Geschlechtsunterschied; Schulnote; Studentische Bewertung; Lehrerrolle; Ausbildung; Berufsbildung; 'Women''s education'; Frauenbildung
Abstract	The science achievement of career-bound students at High Schools That Work (HSTW) sites in 1996 was compared to performance levels at HSTW sites in 1993 or 1994. HSTW sites studied in 1993 improved their average science scores from 270 to 283 in 1996. Vocational students at HSTW sites scored higher in science (average score, 283) than did the national sample of vocational students in the National Assessment of Educational Progress (average score, 267). Fifty-three percent of the 260 sites studied showed improvement in science in 1996, and 39% of students completed the HSTW-recommended science curriculum in 1996 with an average score of 289 compared with a score of 279 for the 61% who did not complete the curriculum. The bad news is that there was no improvement in science scores from 1994 to 1996. The following were among the recommendations for further improving students' science performance: (1) set high expectations and get students to meet them; (2) have students complete a challenging program of study consisting of an upgraded academic core and a major; (3) increase access to science studies that teach the essential content from the college preparatory curriculum; (4) engage students actively in the learning process; and (5) provide a structured system of work-based and school based learning. (MN)
Anmerkungen	For full text: http://www.sreb.org/programs/hstw/publications/briefs/97brief4.as p.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC