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The Effectiveness Of Academic Standards
This article presents highlights from a synthesis of research findings associated with school-wide projects. The synthesis focuses on three aspects: (a) characteristics of faculties and districts with comprehensive training; (b) programmatic and organizational components of educational performance and (c) evidence of the effectiveness of organizational operations, particularly with regard to student achievement. In addition, several cautions associated with the interpretation of these findings are presented. Finally, implications for future evaluations and for administrators of schools and districts with high academic standards are discussed. New education programs have provided supplemental resources to schools with large numbers of low-income students for more than three decades. Recent federal legislation has encouraged schools to adopt new projects that allow schools to use funds more flexibly and strengthen their overall ability to develop more comprehensive strategies to help disadvantaged children. Schools often use funds to improve their entire program rather than targeting services to meet the requirements of underserved populations. Despite the dramatic increase in the number of educational standards, however, there are still a variety of questions about their effectiveness relative to traditional programming. The new projects have operated in elementary schools in large urban districts and have featured high concentrations of poverty and academic disadvantage. School districts and state education agencies have often played a central role in initiating and establishing coordination and integration, and most colleges spent a relatively short period of time in the process of designing and evaluating wishes
The new academic standards have allowed schools to introduce new activities and programs as well as to strengthen existing ones. Emphasis has been placed entirely on strengthening existing programs and schools have designed grants for this. However, a variety of common components have emerged, including reducing class size by hiring additional staff and increasing staff development activities, revised decision-making structures (e.g. in the In most schools, services became indistinguishable from the regular school curriculum, indicating that the traditionally fragmented or categorical approach to service delivery is becoming less common. Some schools have introduced or strengthened aspects of classroom instruction or curricula, often incorporating components associated with effective schools.There is also evidence that the planning process increased the ability of schools and teachers to provide instructional services more flexibly, as particular student needs emerge These preliminary findings provide insight into the components that are included as support elements and begin to make the idea to understand what emerges a typical implementation of academic standards.
Principals report a variety of advantages and disadvantages associated with school-wide projects. The vast majority of directors, who had been in place for a minimum of three years, reported that the evidence favored new projects. Furthermore, of those schools considered as the primary project group, only 9% did not show the performance gains needed to continue. While these broad indicators are generally positive, information on the impact on student achievement remains limited. The richest information on student achievement comes from a couple of studies conducted within specific school districts. These district-level studies focus on comparing reading and math scores equivalent to bell-shaped curves for schools with and without new projects. Their designs, measures, and analytical methods vary widely, however, creating difficulties in drawing conclusions and comparing findings across studies. Of those studies that perform tests of statistical significance, most report only a couple of serious differences in measures of student achievement between schools. The results of these district-level studies suggest mixed effects (both positive and negative) on student achievement scores that tend to be small. In addition, several caveats should be considered in interpreting these findings, including project implementation, methodological difficulties inherent in the study, and thus limited studies at the district level.
The evaluation of new projects must continue beyond the initial implementation phase and will be longitudinal and to capture effects that will not be fully seen during the primary years. Because there are a variety of methodological challenges inherent in the study (eg, different implementation strategies across sites), the design of the evaluation needs special thought. Further, further evaluations should still explore the role of school districts and pursue a much better understanding of the mechanisms through which particular characteristics of educational standards lead to changes in educational outcomes. The comprehensive plan has the potential to address three interrelated challenges in the nation’s most disadvantaged schools. Firstly, to give flexibility to our teachers to deal with disadvantaged students. Secondly, reduce curricular and instructional fragmentation within the classroom. Third, and of immediate interest to national policymakers, it must be designed to improve accountability at a time when there is growing public concern about the overall quality of public education. Because the starting points incorporate a stronger accountability component, they provide the organizational potential to meet new federal legislative expectations for new programs. Additionally, schools and districts implementing new projects can take the opportunity to travel beyond basic accountability requirements and consider expanding the ways they use assessment and evaluation. For example, student assessment can also be used to guide instruction and improve teaching practice. School-wide projects also create a context during which the roles of district principals and staff could be expanded or redefined. District staff could emphasize methods to eliminate dropout programs or to integrate traditional reading and math curriculum for the whole school. The opportunity to redefine decision-making roles in the school can also facilitate the creation of structures that better serve students. For example, professional networks between teachers could be fostered within the school that would encourage teachers to ‘buy into’ aspects of the new project approach and cultivate change at the classroom level. Similarly, new projects offer opportunities to explore broader governance issues. New, alternative approaches to district, school, and classroom roles and relationships are often explored along with parent involvement.
Research on the effectiveness of the new projects in terms of student achievement has produced contradictory and largely inconclusive results. However, the very fact that district and school staff perceptions of the continuation of recent projects suggests that subsequent evaluations may begin to indicate more positive effects. It should be noted that these reflect only some of the tutorial standards within the nation; Therefore, it is critical that reliable longitudinal assessments continue to be conducted beyond this first phase.
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