This paper presents a curriculum, textbook and test result analysis for the new (to California) elementary school "Key Standard" mathematics curriculum, transplanted in 1998 from it's foreign roots in Asia and Europe, locations with far different cultural and economic backgrounds. Based on topic analysis methods developed by Michigan…

Teachers are often ill-prepared to manage classrooms in urban schools. In the present study, an empirically-based behavioral management strategy, the Good Behavior Game (Game), was investigated. The effects of the Game on student behavior and teacher response statements, including praise, were examined. A teacher with 22 students in a first grade…

A yearlong experimental study showed positive effects of a professional development project that involved 19 urban elementary schools, 180 teachers, and 3735 students from one of the lowest performing school districts in California. Algebraic reasoning as generalized arithmetic and the study of relations was used as the centerpiece for work with…

Describes direct instruction reading programs adopted by Texas' Fort Worth Independent School District, examining the programs selected, selection process, and roles of district personnel and external advisors in motivating, legitimizing, and attracting funding. The article then reviews the evaluation of the implementation process, examining…

This chapter describes how a well-respected peer-led academic support model, Supplemental Instruction (SI), has been successful in improving grades and reducing failure in high-risk courses at LaGuardia Community College since 1993. (Contains 1 table.)

Examines parent involvement practices and philosophies of an urban education model, Project FAST, to develop collaborative relationships between parents and schools. Student achievement and parental commitment to education are greater in this program than in a traditional setting. (MMU)

This study focused on 27 second graders in one urban school that used SRA Reading Mastery. Children's strategy use, comprehension, and perception of the reading process were appraised using samples of oral reading with retellings; classroom observations; interviews with the children, their teachers, and the principal; and a phonics test. Results…

Because a significant portion of U.S. students lacks critical mathematic skills, schools across the country are investing heavily in computerized curriculums as a way to enhance education output, even though there is surprisingly little evidence that they actually improve student achievement. In this paper we present results from a randomized…

In a 3-year longitudinal study, the authors examined the effect of Direct Instruction (DI) on students' reading achievement, teacher perceptions, nature of the classroom, and special education referral rate. Urban and suburban students completed the Gates-MacGinitie Reading Tests in the fall of Grade 1 and spring of Grades 1, 2, and 3. Teachers…

Examined preliminary achievement outcomes of the first years of direct instruction reading within six Baltimore elementary schools. Overall, members of the original second grade cohort were nearing grade level by the end of fifth grade in both intervention and control schools. Future research based on well-established program implementation might…

This research examined the effectiveness in an urban school district of 2 of the most widely used Comprehensive School Reform (CSR) programs-Direct Instruction (DI), implemented in 9 district elementary schools, and Success for All (SFA), implemented in 2 elementary schools. In examining impacts on student achievement and school change outcomes…

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…

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…

Results for 113 students and 59 comparisons from an evaluation of a three-year Success for All program under difficult circumstances show positive effects for the kindergarten component but largely negative effects in grades two and three. Evaluations of the program should assess its goal of getting all students to read at grade level by grade…

Components of the School Renaissance[R] program, including Accelerated Reader and Reading Renaissance, have been implemented in more than 65,000 schools in the United States. Despite the program's popularity, there have been no published, well-controlled evaluations of its effectiveness. This randomized field experiment was designed to gauge…