View in EDS

A Study of Corrective Action Schools in Tennessee

Saved in:
Bibliographic Details
Title: A Study of Corrective Action Schools in Tennessee
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
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED489123
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: ED489123
AccessLevel: 3
PubType: Electronic Resource
PubTypeId: electronicResource
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: A Study of Corrective Action Schools in Tennessee
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Craig%2C+Jim%22">Craig, Jim</searchLink><br /><searchLink fieldCode="AR" term="%22Cairo%2C+Leslie%2C+III%22">Cairo, Leslie, III</searchLink><br /><searchLink fieldCode="AR" term="%22Butler%2C+Aaron%22">Butler, Aaron</searchLink><br /><searchLink fieldCode="AR" term="%22Appalachia+Educational+Lab%2E%2C+Charleston%2C+WV%2E%22">Appalachia Educational Lab., Charleston, WV.</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Appalachia+Educational+Laboratory+at+Edvantia+%28NJ1%29%22"><i>Appalachia Educational Laboratory at Edvantia (NJ1)</i></searchLink>. 2005.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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.
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 59
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2005
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: Institute of Education Sciences (ED), Washington, DC.
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Numerical/Quantitative Data<br />Reports - Research<br />Tests/Questionnaires
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Compliance+%28Legal%29%22">Compliance (Legal)</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Improvement%22">Educational Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Interviews%22">Interviews</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Poverty%22">Poverty</searchLink><br /><searchLink fieldCode="DE" term="%22Economically+Disadvantaged%22">Economically Disadvantaged</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Tennessee%22">Tennessee</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.).]
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: Author
– Name: Ref
  Label: Number of References
  Group: RefInfo
  Data: 17
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2006
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED489123
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED489123
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 59
    Subjects:
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Compliance (Legal)
        Type: general
      – SubjectFull: Educational Change
        Type: general
      – SubjectFull: Educational Improvement
        Type: general
      – SubjectFull: Interviews
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Poverty
        Type: general
      – SubjectFull: Economically Disadvantaged
        Type: general
      – SubjectFull: Tennessee
        Type: general
    Titles:
      – TitleFull: A Study of Corrective Action Schools in Tennessee
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Appalachia Educational Lab., Charleston, WV.
      – PersonEntity:
          Name:
            NameFull: Craig, Jim
      – PersonEntity:
          Name:
            NameFull: Cairo, Leslie, III
      – PersonEntity:
          Name:
            NameFull: Butler, Aaron
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 12
              Type: published
              Y: 2005
          Titles:
            – TitleFull: Appalachia Educational Laboratory at Edvantia (NJ1)
              Type: main
ResultId 1