What Does Research Say About Accelerated Schools?

Increasing Test Scores "In the fifth follow-up year, the average test scores in the sample schools exceeded the baseline level in both reading and math by a statistically significant amount."

"Students who would have been in the middle of their school's test score distribution, without the reform, were the most likely to experience an improvement in test scores." 3

"There was ample data to show that the student achievement of the Accelerated Schools improved since the project was launched at the respective schools. In many instances, achievement rate was the same as or better than that of the district or the comparison school."2

Authentic Learning "Students in Accelerated Schools did activities based on real-life situations more frequently than their counterparts in comparison schools." 1

"Many teachers have also improved their teaching strategies as a result of the program. Other benefits included more motivated students, increased achievement, improved discipline, greater faculty morale, empowered stakeholders, and improved communication between faculty and between the faculty and administrators."2

School-wide Empowerment "Teachers in Accelerated Schools indicated they had more influence on school decisions that teachers in comparson schools."1

"Many innovations came to fruition as a result of the Accelerated School Project and have yielded a more positive school climate where all school community members took responsibility for all students. 2

"Findings suggest that teachers achieved a spirit of empowerment; engaged in cooperative instructional planning; and provided enriched, active learning experiences." 4

Cost Effective Reform Model "These findings demonstrate the potential of the Accelerated Schools approach, as it was implemented early in its development, to improve student achievement. Given the difficulty of raising test scores in schools like those in this study and the relatively low cost of Accelerated Schools, these findings are noteworthy." 3

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References

1. Vernez, G., R. Karam, L. Mariano, C. DeMartini, 2004; Assessing the Implementation of Comprehensive School Reform Models. Prepared for the United States Department of Education, Rand Education.

2. Ignatz, M., 2001; A Longitudinal Study of the Accelerated Schools Project in Northwest Florida, Submitted to the John S. and James L. Knight Foundation Excellence in Education Program, Florida A&M University, Tallahassee, Florida.

3. Bloom, H., J. Rock, S. Ham, L. Melton, J. O'Brien, F. C. Doolittle, S. Kagehiro, 2001; Evaluating the Accelerated Schools Approach: A Look at Early Implementation and Impacts on Student Achievement in Eight Elementary Schools, Manpower Demonstration Research Corporation.

4. McCarthy, J., 1992; The Effect of the Accelerated Schools Process on Individual Teachers Decision-Making and Instructional Strategies.

For more information and research see the paper, Accomplishments of Accelerated Schools.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The University of Texas at Austin - Southwest Center for Accelerated Schools
Bonnie Hamill, Director
4030 W. Braker Lane Bldg. 2, Room 243 Austin, TX 78759 Ph: 512.232.0700
Email Us: acceleratedschools@austin.utexas.edu