A Study of Corrective Action Schools in Tennessee
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| Title: | A Study of Corrective Action Schools in Tennessee |
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| Language: | English |
| Authors: | Craig, Jim, Cairo, Leslie, III, Butler, Aaron, Appalachia Educational Lab., Charleston, WV. |
| Source: | Appalachia Educational Laboratory at Edvantia (NJ1). 2005. |
| Availability: | Appalachia Educational Laboratory at Edvantia, P.O. Box 1348, Charleston, WV 25325-1348. Tel: 800-624-9120 (Toll Free); Tel: 304-347-0400; Fax: 304-347-0487; e-mail: info@edvantia.org; Web site: http://www.edvantia.org. |
| Peer Reviewed: | N |
| Page Count: | 59 |
| Publication Date: | 2005 |
| Sponsoring Agency: | Institute of Education Sciences (ED), Washington, DC. |
| Document Type: | Numerical/Quantitative Data Reports - Research Tests/Questionnaires |
| Descriptors: | Program Effectiveness, Compliance (Legal), Educational Change, Educational Improvement, Interviews, Academic Achievement, Poverty, Economically Disadvantaged |
| Geographic Terms: | Tennessee |
| Abstract: | In 2001, the Tennessee Department of Education identified underperforming schools from across the state as Corrective Action schools. Corrective Action schools are among those that failed to meet federal and state guidelines for adequate yearly progress (AYP). The present study was conducted to examine the key features of 9 Corrective Action schools that made AYP during the 2003-2004 school year and to compare those findings to the attributes of 15 Corrective Action schools that failed to make AYP during the same year. Interviews of staff at participating schools yielded differences in perceptions of an Aligned and Balanced Curriculum, Purposeful Student Assessment, and Shared Goals for Learning when components of high-performing school indicators were analyzed. The Continuous School Improvement Questionnaire (CSIQ) and the Measure of School Capacity for Improvement (MSCI) survey also uncovered differences between those schools that made AYP and those that did not. Specifically, scores on the Aligned and Balanced Curriculum, Purposeful Student Assessment, Shared Goals for Learning, Learning Culture, Peer Reviewed Practice, Expectations for Student Performance, and Technical Resources scales showed significant differences between those schools that made AYP and those that did not. Evidence was found that, at the middle school level, parents of students at schools making AYP responded more positively on the average regarding communication between parents and teachers and the value of celebration of student successes and requests for parent input. Interestingly, at the elementary level, there was also evidence that parents of students at schools not making AYP responded more positively regarding the provision of a newsletter by the school, attendance at Open House, and involvement in parent/teacher organizations. Appended are: (1) Interview Questions; (2) Parent Survey; and (3) Program Evaluation Standards Checklist. (Contains 11 tables.) [This document was produced by the Appalachia Educational Laboratory at Edvantia, formerly the Appalachian Educational Laboratory (AEL, Inc.).] |
| Abstractor: | Author |
| Number of References: | 17 |
| Entry Date: | 2006 |
| Accession Number: | ED489123 |
| Database: | ERIC |
| Abstract: | In 2001, the Tennessee Department of Education identified underperforming schools from across the state as Corrective Action schools. Corrective Action schools are among those that failed to meet federal and state guidelines for adequate yearly progress (AYP). The present study was conducted to examine the key features of 9 Corrective Action schools that made AYP during the 2003-2004 school year and to compare those findings to the attributes of 15 Corrective Action schools that failed to make AYP during the same year. Interviews of staff at participating schools yielded differences in perceptions of an Aligned and Balanced Curriculum, Purposeful Student Assessment, and Shared Goals for Learning when components of high-performing school indicators were analyzed. The Continuous School Improvement Questionnaire (CSIQ) and the Measure of School Capacity for Improvement (MSCI) survey also uncovered differences between those schools that made AYP and those that did not. Specifically, scores on the Aligned and Balanced Curriculum, Purposeful Student Assessment, Shared Goals for Learning, Learning Culture, Peer Reviewed Practice, Expectations for Student Performance, and Technical Resources scales showed significant differences between those schools that made AYP and those that did not. Evidence was found that, at the middle school level, parents of students at schools making AYP responded more positively on the average regarding communication between parents and teachers and the value of celebration of student successes and requests for parent input. Interestingly, at the elementary level, there was also evidence that parents of students at schools not making AYP responded more positively regarding the provision of a newsletter by the school, attendance at Open House, and involvement in parent/teacher organizations. Appended are: (1) Interview Questions; (2) Parent Survey; and (3) Program Evaluation Standards Checklist. (Contains 11 tables.) [This document was produced by the Appalachia Educational Laboratory at Edvantia, formerly the Appalachian Educational Laboratory (AEL, Inc.).] |
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