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dc.contributor.authorMcHugh, Barbara
dc.contributor.authorStringfield, Sam
dc.date.accessioned2020-07-31T19:00:48Z
dc.date.available2020-07-31T19:00:48Z
dc.date.issued1998-07
dc.identifier.urihttp://jhir.library.jhu.edu/handle/1774.2/62879
dc.descriptionThe Center for Research on the Education of Students Placed at Risk (CRESPAR) was established in 1994 and continued until 2004. It was a collaboration between Johns Hopkins University and Howard University. CRESPAR’s mission was to conduct research, development, evaluation, and dissemination of replicable strategies designed to transform schooling for students who were placed at risk due to inadequate institutional responses to such factors as poverty, ethnic minority status, and non-English-speaking home background.en_US
dc.description.abstractIn Talent Development Middle Schools, students needing extra help in mathematics participate in the Computer- and Team-Assisted Mathematics Acceleration (CATAMA) course. CATAMA is an innovative combination of computer-assisted instruction and structured cooperative learning that students receive in addition to their regular math course for about ten weeks of the school year. This report presents two studies of CATAMA. The first compares growth in math achievement for 96 seventh graders, 48 of whom participated in CATAMA for ten weeks and 48 of whom were students of similar prior achievement who attended a comparison school where CATAMA is not offered. The second study reports data from interviews with CATAMA participants and observations of the program in action. Growth in mathematics procedures achievement was about one-half a standard deviation higher for CATAMA participants than for students in the comparison sample.en_US
dc.description.sponsorshipOffice of Educational Research and Improvement, U.S. Department of Education (R-117-D40005)en_US
dc.language.isoen_USen_US
dc.relation.ispartofseriesCRESPAR;20
dc.subjectCRESPARen_US
dc.subjectCenter for Research on the Education of Students Placed at Risken_US
dc.subjectCATAMAen_US
dc.subjectThe Talent Development Middle Schoolen_US
dc.titleCRESPAR Report #20: Implementing a Highly Specified Curricular, Instructional, and Organizational School Design in a High-Poverty, Urban Elementary School -- Three Year Resultsen_US
dc.title.alternativeCRESPAR: Report #20en_US
dc.title.alternativeCenter for Research on the Education of Students Placed at Risk: Report #20en_US
dc.typeTechnical Reporten_US


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  • Center for Social Organization of Schools (CSOS)
    Founded more than 50 years ago at Johns Hopkins University, the Center for Social Organization of Schools, now part of the Johns Hopkins School of Education, concentrates its considerable research and development resources on improving low-performing schools and the education they offer their students. The center maintains a staff of full-time sociologists, psychologists, social psychologists, and educators who conduct programmatic research to improve the education system, as well as full-time support staff engaged in developing curricula and providing technical assistance to help schools use the center’s research.

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