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The Baltimore Curriculum Project: Final Report of the Four-Year Evaluation Study.

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Title: The Baltimore Curriculum Project: Final Report of the Four-Year Evaluation Study.
Language: English
Authors: Mac Iver, Martha Abele, Kemper, Elizabeth, Stringfield, Sam, Center for Research on the Education of Students Placed At Risk, Baltimore, MD.
Availability: Johns Hopkins University, Center for Research on the Education of Students Placed At Risk, 3003 North Charles Street, Suite 200, Baltimore, MD 21218. Tel: 410-516-8800; Fax: 410-516-8890; Web site: http://www.csos.jhu.edu/crespar/reports.htm.
Peer Reviewed: N
Page Count: 45
Publication Date: 2003
Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC.
Abell Foundation, Baltimore, MD.
Document Type: Reports - Descriptive
Descriptors: Educational Change, Elementary Education, Grade 2, Kindergarten, Mathematics Achievement, Program Evaluation, Public Schools, Reading Achievement, Teaching Methods, Urban Schools
Abstract: This 4-year study examined implementation of the Baltimore Curriculum Project (BCP) in six Baltimore City public schools. BCP used a combination of direct instruction (DI) and core knowledge as its reform curriculum. Each school was demographically matched with a similar, within-district school. Two cohorts of students were followed throughout the 4 years (students who were in either kindergarten or grade 2 during 1996-97). Interviews with principals and DI coordinators and focus groups with teachers were conducted each year to gauge staff perceptions of the innovation. In the first 3 years, classroom observations were made in BCP schools. Overall, DI curriculum and instructional methods were implemented in BCP schools, though implementation did not proceed at the desired rate in kindergarten until year 4. Implementation of core knowledge was not envisioned to begin until year 3 and proceeded more slowly than DI implementation. Teachers expressed positive views of both DI and core knowledge, though they had some frustrations. Achievement tests data indicated mixed results for students, depending on subject, grade level, and school. Results were most positive for mathematics computation. DI students made the most significant improvements in mathematics computation and reading. An appendix includes a comparison of BCP and control schools. (Contains 50 references.) (SM)
What Works Clearinghouse (WWC) Reviewed: Does Not Meet Evidence Standards
EIS Cited: ED499236
Entry Date: 2003
Accession Number: ED474612
Database: ERIC
FullText Text:
  Availability: 0
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  Data: The Baltimore Curriculum Project: Final Report of the Four-Year Evaluation Study.
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  Data: <searchLink fieldCode="AR" term="%22Mac+Iver%2C+Martha+Abele%22">Mac Iver, Martha Abele</searchLink><br /><searchLink fieldCode="AR" term="%22Kemper%2C+Elizabeth%22">Kemper, Elizabeth</searchLink><br /><searchLink fieldCode="AR" term="%22Stringfield%2C+Sam%22">Stringfield, Sam</searchLink><br /><searchLink fieldCode="AR" term="%22Center+for+Research+on+the+Education+of+Students+Placed+At+Risk%2C+Baltimore%2C+MD%2E%22">Center for Research on the Education of Students Placed At Risk, Baltimore, MD.</searchLink>
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  Data: Johns Hopkins University, Center for Research on the Education of Students Placed At Risk, 3003 North Charles Street, Suite 200, Baltimore, MD 21218. Tel: 410-516-8800; Fax: 410-516-8890; Web site: http://www.csos.jhu.edu/crespar/reports.htm.
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  Data: N
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  Data: 45
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  Label: Publication Date
  Group: Date
  Data: 2003
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  Data: Office of Educational Research and Improvement (ED), Washington, DC.<br />Abell Foundation, Baltimore, MD.
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  Data: Reports - Descriptive
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  Data: <searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Achievement%22">Mathematics Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Evaluation%22">Program Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Schools%22">Public Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Achievement%22">Reading Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Urban+Schools%22">Urban Schools</searchLink>
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  Data: This 4-year study examined implementation of the Baltimore Curriculum Project (BCP) in six Baltimore City public schools. BCP used a combination of direct instruction (DI) and core knowledge as its reform curriculum. Each school was demographically matched with a similar, within-district school. Two cohorts of students were followed throughout the 4 years (students who were in either kindergarten or grade 2 during 1996-97). Interviews with principals and DI coordinators and focus groups with teachers were conducted each year to gauge staff perceptions of the innovation. In the first 3 years, classroom observations were made in BCP schools. Overall, DI curriculum and instructional methods were implemented in BCP schools, though implementation did not proceed at the desired rate in kindergarten until year 4. Implementation of core knowledge was not envisioned to begin until year 3 and proceeded more slowly than DI implementation. Teachers expressed positive views of both DI and core knowledge, though they had some frustrations. Achievement tests data indicated mixed results for students, depending on subject, grade level, and school. Results were most positive for mathematics computation. DI students made the most significant improvements in mathematics computation and reading. An appendix includes a comparison of BCP and control schools. (Contains 50 references.) (SM)
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  Label: What Works Clearinghouse (WWC) Reviewed
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  Data: Does Not Meet Evidence Standards
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  Data: 2003
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  Data: ED474612
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      – Text: English
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        PageCount: 45
    Subjects:
      – SubjectFull: Educational Change
        Type: general
      – SubjectFull: Elementary Education
        Type: general
      – SubjectFull: Grade 2
        Type: general
      – SubjectFull: Kindergarten
        Type: general
      – SubjectFull: Mathematics Achievement
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      – SubjectFull: Program Evaluation
        Type: general
      – SubjectFull: Public Schools
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      – SubjectFull: Reading Achievement
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Urban Schools
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      – TitleFull: The Baltimore Curriculum Project: Final Report of the Four-Year Evaluation Study.
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            NameFull: Mac Iver, Martha Abele
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            NameFull: Kemper, Elizabeth
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