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Three-Year Analysis of Implementation and Effects in Five Schools. Core Knowledge Curriculum. Report No. 40.

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Title: Three-Year Analysis of Implementation and Effects in Five Schools. Core Knowledge Curriculum. Report No. 40.
Language: English
Authors: McHugh, Barbara, Stringfield, Sam, Center for Research on the Education of Students Placed At Risk, Baltimore, MD.
Peer Reviewed: N
Page Count: 119
Publication Date: 1999
Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC.
Abell Foundation, Baltimore, MD.
Document Type: Numerical/Quantitative Data
Reports - Evaluative
Tests/Questionnaires
Descriptors: Academic Achievement, Achievement Gains, Curriculum, Educational Change, Elementary Education, Elementary Schools, Program Evaluation, Program Implementation, Standardized Tests, Urban Schools
Geographic Terms: Maryland
Abstract: This technical report presents third-year analyses of the progress of five Maryland elementary schools participating in a multi-school, multi-district implementation of the Core Knowledge Curriculum (E. Hirsch, 1987, 1996). Third-year results are presented in the areas of implementation and outcomes. Factors clearly affecting implementation of Core Knowledge included the following: (1) the availability and use of common planning time; (2) the care taken to induct new teachers into the Core curriculum; (3) level of success in negotiating Core/local curriculum conflicts; (4) finding ways to use Core Knowledge that are supportive of the state's student testing program; (5) sustaining Core as a priority in the face of competing educational reforms; and (6) continuing to acquire adequate resources after each school's 2-year implementation grant expired. Achievement outcomes were measured through two tests: the Comprehensive Test of Basic Skills Fourth Edition (CTBS/4), and the Maryland School Performance Assessment Program (MSPAP). The relationship between the tests and the Core Knowledge curriculum was not tight, and individual school's level of implementation and outcome measures all varied between years one and three. However, the majority of the Core Knowledge schools posted 3-year academic achievement gains in reading comprehension relative to their matched control peers as measured on the CTBS/4. In addition, during the 3-year period of this study, third-grade students in Core schools showed greater gains on the more performance-based MSPAP than did their matched control schools or the mean of schools state-wide. Four appendixes contain two teacher surveys, information about Core teachers, and a discussion of mathematics subtests and results. (Contains 28 references.) (Author/SLD)
What Works Clearinghouse (WWC) Reviewed: Does Not Meet Evidence Standards
WWC Study Page: http://ies.ed.gov/ncee/wwc/study/64414
EIS Cited: ED499236
Entry Date: 2000
Accession Number: ED435766
Database: ERIC
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  Data: Three-Year Analysis of Implementation and Effects in Five Schools. Core Knowledge Curriculum. Report No. 40.
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  Data: This technical report presents third-year analyses of the progress of five Maryland elementary schools participating in a multi-school, multi-district implementation of the Core Knowledge Curriculum (E. Hirsch, 1987, 1996). Third-year results are presented in the areas of implementation and outcomes. Factors clearly affecting implementation of Core Knowledge included the following: (1) the availability and use of common planning time; (2) the care taken to induct new teachers into the Core curriculum; (3) level of success in negotiating Core/local curriculum conflicts; (4) finding ways to use Core Knowledge that are supportive of the state's student testing program; (5) sustaining Core as a priority in the face of competing educational reforms; and (6) continuing to acquire adequate resources after each school's 2-year implementation grant expired. Achievement outcomes were measured through two tests: the Comprehensive Test of Basic Skills Fourth Edition (CTBS/4), and the Maryland School Performance Assessment Program (MSPAP). The relationship between the tests and the Core Knowledge curriculum was not tight, and individual school's level of implementation and outcome measures all varied between years one and three. However, the majority of the Core Knowledge schools posted 3-year academic achievement gains in reading comprehension relative to their matched control peers as measured on the CTBS/4. In addition, during the 3-year period of this study, third-grade students in Core schools showed greater gains on the more performance-based MSPAP than did their matched control schools or the mean of schools state-wide. Four appendixes contain two teacher surveys, information about Core teachers, and a discussion of mathematics subtests and results. (Contains 28 references.) (Author/SLD)
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        PageCount: 119
    Subjects:
      – SubjectFull: Academic Achievement
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      – SubjectFull: Achievement Gains
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      – SubjectFull: Curriculum
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      – SubjectFull: Educational Change
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      – SubjectFull: Elementary Education
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      – SubjectFull: Elementary Schools
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      – SubjectFull: Program Evaluation
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      – SubjectFull: Program Implementation
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      – SubjectFull: Standardized Tests
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      – SubjectFull: Urban Schools
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      – SubjectFull: Maryland
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      – TitleFull: Three-Year Analysis of Implementation and Effects in Five Schools. Core Knowledge Curriculum. Report No. 40.
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              Type: published
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