Comer's School Development Program in Prince George's County, Maryland: A theory-based evaluation
Comer's School Development Program in Prince George's County, Maryland: A theory-based evaluation
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DOI：
10.2307/1163550
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发表时间：
1999-09-01
影响因子：
3.6
通讯作者：
Degirmencioglu, SM
中科院分区：
文献类型：
--
作者：
Cook, TD;Habib, FN;Degirmencioglu, SM
在马里兰州乔治王子县的23所中学进行了一项Comer学校发展计划的随机实验。学校人口主要是非裔美国人，家庭社会经济地位的内部差异很大。这项研究包括对12000多名学生和2000多名员工进行反复测量，对1000多名家长进行调查，并广泛查阅学生记录。结果表明，拐角学校比对照学校更好地实施了该计划的一些核心要素，但不是全部，甚至不是大多数。这种项目实施上的不足可能是实验学校的学生没有比控制学校改变更多的原因。准实验分析表明，程序理论在许多关于学生心理和社会结果变化的预测中可能是正确的，但在成绩方面却不正确。然而，成绩的提高是在那些更注重学术的学校里发现的，这表明提高这种关注应该和改善学校的社会氛围一样，是科默项目理论的核心。然而，更需要的是提高课程可实施性的方法，这是学生改变的必要条件。
A randomized experiment of Comer's school Development Program was conducted in 23 middle schools in Prince George's County, Maryland. The school population is predominantly African American, with considerable internal variation in household socioeconomic standing. This study involved repeated measurement with more than 12 000 students and 2 000 staff a survey of more than 1,000 parents, and extensive access to student records. It showed that Comer schools implemented some of the program's central elements better than control schools but not all or even most of them. This shortfall in program implementation may have been responsible for students in the experimental schools not changing any more than controls. Quasi-experimental analyses showed that the program theory may be correct in many of its predictions about student changes in psychological and social outcomes, but not achievement. However, achievement gains were found in schools with a more explicit academic focus, suggesting that improving this focus should be as central to Comer's program theory as improving a school's social climate. Even more needed, though, are ways to improve program implementability, the sine qua non for student change.