School Improvement in New York City: The Evolution of a Project (From School Climate, P 147-154, 1987, H. Jerome Freiberg, et al, eds. -- See NCJ-117061)

• NCJ Number: 117069
• Author(s): T A Clark; D P McCarthy
• Date Published: 1987
• Length: 8 pages
• Grant Number(s): 800-0192
• Sponsoring Agency: Ford Foundation
• Sale Source: Phi Delta Kappa
• Publication Type: Program Description (Demonstrative)
• Language: English
• Country: United States of America
• Note: Reprinted from Educational Researcher, volume 12, number 4, April 1983.

Annotation

The School Improvement Project developed for the public schools of New York City improved student achievement.

Abstract

The project began with 10 elementary schools in September 1979. Six of these schools and 19 additional schools are also using the project. The project began with the premise that all children are educable and that schools can educate all children, regardless of family background. Ronald Edmonds, who was responsible for developing the program, identified five factors that appeared to characterize schools with high-achieving students: strong administrative leadership, orderly school climate, emphasis on the acquisition of skills acquisition, high expectation for student achievement, and monitoring of pupil progress. The project incorporated school-based planning, a school liaison role, and a focus on the five effectiveness factors. Ten of the 43 schools that applied were chosen to take part in 1979-80. Most students in these schools were minorities, and more than half were from low-income families. State and private foundation funding supported the program. Evaluation by the Metropolitan Educational Development and Research Project has focused on implementation and results from the spring of 1979 through the spring of 1982. A 3-year summative evaluation will highlight the characteristics of more and less successful schools in the project. Tables, notes, and 8 references.