School of Education

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CRESPAR Research and Development Report
(1996)
This report includes: Creating Talent Development Schools in which All Students Succeed; The Talent Development High School: Essential Components; Talent Development Middle School: Essential Components; The Talent Development High School: Early Evidence of Impact; First-Grade Sorting Begins Life in the Low Track through Elementary and Middle School; and Success For All, Roots and Wings: Strong Outcomes Continue for Elementary School Students.
CRESPAR Report #1: The Talent Development High School: Essential Components
(1996-09) LaPoint, Velma; Jordan, Will; McPartland, James M.; Town, Donna Penn
This report presents the essential components of the Talent Development High School, which is a comprehensive model of changes in high school organization, curriculum, and instruction based uponresearch on student motivation and teacher commitment. Part I describes the components of the model, which emphasizes (1) a college preparatory core curriculum based on high standards, and (2) a learning environment that incorporates four sources of student motivation: relevance of schoolwork, a caring and supportive human environment, opportunities for academic success, and help with personal problems. Part II describes the research base from which the model was derived.
CRESPAR Report #2: The Talent Development High School Early Evidence of Impact on School -- Climate, Attendance, and Student Promotion
(1996-09) McPartland, James M.; Legters, Nettie; Jordan, Will; McDill, Edward L.
The first Talent Development High School was established in September 1995 at Patterson High School in Baltimore, Maryland. The model at Patterson, which features career-focused academies for the upper grades, a ninth grade academy with teams of teachers and students, and other key Talent Development components, was designed and developed by the school’s faculty and administration with the participation of Johns Hopkins’ CRESPAR staff as partners. Priorities set for the first year included improvements in school climate, student attendance, and student promotion rates. Early evidence after the first seven months of the 1995–96 school year indicates that, compared to previous years, there is dramatic improvement in overall school climate (student behavior and faculty collegial support), in student attendance, and in expected student promotion rates, especially from ninth grade to tenth grade.
CRESPAR Report #4: The Talent Development Middle School Creating a Motivational Climate Conducive to Talent Development in Middle Schools: Implementation and Effects of Student Team Reading
(1996-09) Mac Iver, Douglas J.; Plank, Stephen B.
Central East Middle School in Philadelphia and CRESPAR are working together to implement a Talent Development Middle School model of schooling. Part of this effort includes use of the Student Team Reading (STR) program, which changes both the instructional processes and curriculum in Reading, English, and Language Arts (RELA) to create a motivational climate that is conducive to learning and personal development. Teachers at Central East Middle School in Philadelphia were trained in STR in the summer of 1995 and received curricular materials and technical support throughout the first semester of the 1995–1996 school year. Implementation and outcome data were collected in February 1996 at Central East Middle School and a matched comparison school.
CRESPAR Report #3: The Talent Development Middle School Essential Components
(1996-09) Madhere, Serge; Mac Iver, Douglas J.
The Talent Development approach to helping greater numbers of students succeed in middle school is based on a belief that all students can learn challenging material if the right types of support are given. The approach draws upon insights from recent research on alternatives to tracking, on the components of effective middle schools, and on clear theories of how to foster the positive relationships and supportive conditions that are so important to middle school adolescents, especially those adolescents placed at risk. This report presents the essential components of the Talent Development framework and describes their initial implementation in Evans Junior High School in Washington, DC and in Central East Middle School in Philadelphia.
CRESPAR Report #5: Patterns of Urban Student Mobility and Local School Reform
(1996-10) Kerbow, David
Recent school reform efforts that center on promoting greater local school autonomy implicitly assume that students will attend a specific school consistently enough that the school can “make a difference” in their achievement. In the unstable urban context, however, even improving schools lose their accomplishments as students transfer, and mobile students forfeit the benefit of continuity of school services. Thus, not only does mobility impact individual students who are changing schools, it has deep (though often hidden) consequences for the schools these students attend and for the systemic changes intended by local school reform.
CRESPAR Report #6: Scaling Up: Lessons Learned in the Dissemination of Success for All
(1996-11) Slavin, Robert E.; Madden, Nancy A.
Success for All, a comprehensive schoolwide reform program for elementary schools serving many children placed at risk of school failure, was first piloted in one Baltimore elementary school in the 1987–88 school year. In 1988–89 it was expanded to five schools in Baltimore and one in Philadelphia. Currently, Success for All is being implemented in approximately 450 schools in 120 districts in 31 states throughout the United States.
CRESPAR Report #7: School-Family-Community Partnerships and the Academic Achievement of African-American, Urban Adolescents
(1996-11) Sanders, Mavis G.
Drawing upon Epstein’s theory of overlapping spheres of influence, this study explores the effects of teacher, family, and church support on the school-related attitudes, behaviors, and academic achievement of African American, urban adolescents. To achieve this objective, 826 students in an urban school district in the southeastern United States completed a questionnaire measuring: (1) student perceptions of teacher support; (2) student perceptions of parental support; (3) church involvement; (4) school behavior; (5) academic self-concept; (6) achievement ideology; and (7) academic achievement. Interviews were conducted with a subset of the research population (40 students) to enhance and aid in the interpretation of the questionnaire data.
CRESPAR Report #8: Asian American Students at Risk
(1996-12) Siu, Sau-Fong
High academic achievement is closely linked in the public’s mind with Asian American students, but many Asian American ethnic subgroups and individuals remain at risk. The main purpose of this literature review is to assess the state-of-the-art in research on Asian American students in the public school system who are at risk of academic failure. The risk factors examined are the language backgrounds and abilities, history of schooling, timing and reasons for coming to the United States, emotional trauma and vulnerability, ethnic group affiliation and identity, motivation, and sense of self-efficacy. Interventions are examined that are designed exclusively for Asian American students or include Asian American participants.
CRESPAR Research and Development Report
(1997)
This report includes: Scaling Up: School-Family-Community Partnerships; Collaborating with Teachers to Broaden the Scope of Assessment in Schools; School Reform Efforts for Low-Income African American Students Must Build On Knowledge About the Dynamics of Classroom Life; Scaling Up: The New American Schools in Memphis; Achieving Nationwide School Improvement Through Widespread Use of Effective Programs and Practices; Nationwide Scaling Up: Success for All/Roots & Wings; Parent Involvement Shifts from 8th to 12th Grade to Focus on College Attendance; and Effects of Achievement and Best Designs of Volunteer Tutoring Programs Not Yet Known.
CRESPAR Report #10: Effects of Bilingual Cooperative Integrated Reading and Composition on Students Transitioning from Spanish to English Reading
(1997-02) Calderon, Margarita; Lararowitz, Rachel; Ivory, Gary; Slavin, Robert E.
Every child has the capacity to succeed in school and in life. Yet far too many children, especially those from poor and minority families, are placed at risk by school practices that are based on a sorting paradigm in which some students receive high-expectations instruction while the rest are relegated to lower quality education and lower quality futures. The sorting perspective must be replaced by a “talent development” model that asserts that all children are capable of succeeding in a rich and demanding curriculum with appropriate assistance and support.
CRESPAR Report #9: Reducing Talent Loss: The Impact of Information, Guidance, and Actions on Postsecondary Enrollment
(1997-02) Plank, Stephen B.; Jordan, Will
This study uses nationally representative data to show that information about postsecondary educational institutions (PEIs), guidance, and essential preparatory actions taken by secondary students influence whether an individual will attend a PEI within two years of high school graduation and, if so, what type of PEI he or she will attend. Multinomial logistic regression is used to model PEI enrollment as a function of critical explanatory variables, controlling on an array of background and contextual characteristics including socioeconomic status, race/ethnicity, and gender. The conceptual framework is embedded in research on talent loss, which can be described as the occurrence of promising students not reaching their full educational potential.
CRESPAR Report #11: Effective Programs for Latino Students in Elementary and Middle Schools
(1997-03) Fashola, Olatokunbo S.; Slavin, Robert E.; Calderon, Margarita; Duran, Richard
This report identifies programs that have proven to be effective and programs that show potential for improving academic achievement among Latino youth in the elementary and middle grades. This report identifies programs that have proven to be effective and programs that show potential for improving academic achievement among Latino youth in the elementary and middle grades. This report targets not only programs specifically designed for this population, but also programs that have worked with other children and that have been disseminated with Latino children. In addition to a large ERIC search, National Diffusion Network validated programs and Title VII Academic Excellence Award programs were contacted for their evidence of effectiveness. Criteria for inclusion included evidence of effectiveness, replicability, and evaluation or application with Latino students.
CRESPAR Report #12: Detracking in a Racially Mixed Urban High School
(1997-04) Cooper, Robert
There is a growing tension between excellence and equity in public education. This report brings together both qualitative and quantitative data to document the efforts of a large urban high school to improve the schooling experience of its students. The qualitative portion of this analysis comes from interviews with educators, administrators, and parents. The quantitative portion presents the results of a survey of 744 students in the ninth grade English/history core detrackingexperiment during the 1994–1995 and 1995–1996 academic years. The data suggest that the level of implementation of the core, from a student perspective, affects achievement, engagement, and enjoyment in the core.
CRESPAR Report #13: Building Effective School-Family-Community Partnerships in a Large Urban School District
(1997-05) Sanders, Mavis G.
Since 1987, schools in Baltimore have been working with the Fund for Educational Excellence and the education research center at Johns Hopkins University to develop comprehensive programs of school-family-community partnerships. To better understand how these schools are building and improving their partnership programs, administrators, teachers, and parents serving on Action Teams for School-Family-Community Partnerships at six schools were interviewed. This report focuses on how Action Teams for School-Family-Community Partnerships in the schools that were visited use Epstein’s framework of six types of involvement to develop more effective school-family-community connections.
CRESPAR Report #14: Volunteer Tutoring Programs: A Review of Research on Achievement Outcomes
(1997-06) Wasik, Barbara A.
The America Reads Challenge makes a national commitment to the goal that every child will read independently and well by the end of third grade. The primary means of achieving this goal is to place one million volunteers in schools to tutor children in reading. However, we know very little about the effectiveness of using volunteer tutors in our schools. This report reviews 16 volunteer tutoring programs. Only two of these programs had an evaluation comparing equivalent treatment and comparison groups to determine the effectiveness of the program. Five of the programs had no evaluations at all.
CRESPAR Report #15: Working Together to Become Proficient Readers: Early Impact of the Talent Development Middle School's Student Team Literature Program
(1997-08) Mac Iver, Douglas J.; Plank, Stephen B.; Balfanz, Robert
The Talent Development Middle School’s Student Team Literature (STL) program includes: (1) curricular materials designed to assist students study great literature; (2) recommended instructional practices, peer assistance processes, and assessments; and (3) staff development, mentoring, and advising to support the curricular and instructional reforms. Data on students‘ prior reading achievement, achievement after the first year of implementation, and on the frequency of peer assistance were collected in 21 STL classes and in 25 comparison classes in a closely matched control school. HLM analyses that control for prior reading achievement reveal that students in STL classes display significantly better reading comprehension after the first year of implementation (effect size = .51).
CRESPAR Report #17: MathWings: Early Indicators of Effectiveness
(1997-09) Madden, Nancy A.; Slavin, Robert E.; Simons, Kathleen
Three evaluations have examined the impact of MathWings. One, involving four rural Maryland schools, found substantially greater gains on the mathematics sections of the Maryland School Performance Assessment Program for MathWings students than for the rest of the state. The four pilot schools, which were much more impoverished than the state as a whole, started far below state averages but ended up above the state average. The second study, in San Antonio, Texas, also found substantial gains on the Texas Assessment of Academic Skills math scale in grades 3–5 from the year before the program began to the end of the first implementation year. The third study found substantial gains on the CTBS mathematics concepts and applications scale for grades 4–5 (but not 3) in a Palm Beach County, Florida school.
CRESPAR Report #16: Success for All: Exploring the Technical, Normative, Political, and Socio-Cultural Dimensions of Scaling Up
(1997-09) Cooper, Robert; Slavin, Robert E.; Madden, Nancy A.
This report explores the technical, normative, political, and socio-cultural dimensions of the scaling up process of Success for All, one of the nation’s most successful and extensively researched whole-school change models. This research suggests that fundamental change in schools occurs and is sustained when the technical, normative, political, and sociocultural dimensions of schooling are given thoughtful and serious consideration throughout the implementation process. Schools implementing SFA which report success in improving educational outcomes for their students explicitly demonstrate a willingness and ability to confront the challenges that are inherent in the change process. Exploring school change from multiple conceptual lenses deepens our understanding of the structures, strategies, practices, and relationships associated with fundamental change in schools.
CRESPAR Report #18: Parental Involvement in Students' Education During Middle School and High School
(1997-12) Catsambis, Sophia; Garland, Janet E.
This project analyzes data from the parent component of the National Educational Longitudinal Study of 1988 to investigate changes in family educational involvement between students’ eighth and twelfth grades. Findings show that the patterns of parental involvement in adolescents’ education change between the two grades. During high school, parents become less involved with monitoring students’ individual behaviors and more concerned with their learning opportunities at school. By students’ eighth grade, nearly all parents had post-secondary expectations, but few had taken specific actions to secure funds for college. During adolescents’ senior year in high school, most parents report frequent discussions with them concerning post-secondary schools. At that time, parents also report that they have some knowledge about