Study Finds Bad Schools Rarely Get Better--or Shut Down

Autor/in	Sparks, Sarah D.
Titel	Study Finds Bad Schools Rarely Get Better--or Shut Down
Quelle	In: Education Digest: Essential Readings Condensed for Quick Review, 76 (2011) 8, S.19-22 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-127X
Schlagwörter	Public Schools; School Effectiveness; Disadvantaged Schools; Elementary Schools; Middle Schools; Charter Schools; Accountability; Educational Improvement; School Closing; Federal Legislation; Arizona; California; Florida; Michigan; Minnesota; New York; North Carolina; Ohio; Pennsylvania; Texas; Wisconsin + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Schuleffizienz; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; Charter school; Charter-Schule; Verantwortung; Teaching improvement; Unterrichtsentwicklung; School closings; Schule; Schließung; Schließung (von Schulen); Bundesrecht; Kalifornien
Abstract	The author reports on a new study which reveals that the lowest-performing public K-8 schools often linger in that state for years, neither improving enough to get off accountability life support nor being shuttered completely. The study adds that persistently failing charter schools fare no better than regular public schools. Of 2,025 chronically low-performing elementary and middle schools identified in 10 states in 2003-04, only about 1% had improved enough to exceed their states' average academic performance five years later, and fewer than 10% had broken out of the lowest 25% of schools in their states. The findings are in a report by the Thomas B. Fordham Institute and Basis Policy Research. Despite such a dismal record, only 19% of the lowest-performing charters and 11% of their more-traditional public school peers had been closed after five years, according to lead author David A. Stuit. Chester E. Finn Jr., Fordham Institute's president, said the findings suggest that during a five-year period after the federal No Child Left Behind Act's accountability provisions established closure as an option for low-performing schools, improvement interventions "just didn't work out very often." (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10