Document Type
Report
Publication Date
2005
Pages
95 pp.
Abstract
The purpose of the present evaluation study was to examine the progress made in program implementation, school climate, and student achievement by the seven charter schools. A "mixed-methods" design, encompassing both qualitative and quantitative data, was employed. The questions upon which the evaluation methods are based relate to the progress of individual schools and the overall group in implementing desired strategies for curriculum, instruction, and organization, and in attaining the goals of No Child Left Behind by bringing every child to proficiency in reading and mathematics on the Tennessee Comprehensive Assessment Program TCAP by 2014. It should be noted that student achievement will be more fully examined in a supplemental report when student-level data become available. School Observation Measure (SOM) Data Summary is appended.
Rights
© 2005 Center for Research in Educational Policy. All rights reserved.
Included with the kind written permission of the copyright holders.
Original Publication Citation
Ross, S. M., McDonald, A. J., & Bol, L. (2005). Second year evaluation of Tennessee charter schools, 2004-2005. The University of Memphis Center for Research in Educational Policy. https://eric.ed.gov/?id=ED491146
Repository Citation
Ross, Steven M.; McDonald, Aaron J.; and Bol, Linda, "Second Year Evaluation of Tennessee Charter Schools" (2005). STEMPS Faculty Publications. 383.
https://digitalcommons.odu.edu/stemps_fac_pubs/383
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Curriculum and Instruction Commons, Educational Methods Commons, Education Policy Commons