Evaluation of the Oregon Business Council-David Douglas Model School District Partnership Program [electronic resource] / David T. Conley and Patricia Stone.
The Oregon Business Council (OBC)-David Douglas Model District Project was undertaken for two reasons: (1) to create a model for a district's accelerated implementation of all the elements of school reform as mandated in Oregon House Bill 3565; and (2) to learn lessons about school reform that...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1996.
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| Subjects: |
MARC
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| 100 | 1 | |a Conley, David T. | |
| 245 | 1 | 0 | |a Evaluation of the Oregon Business Council-David Douglas Model School District Partnership Program |h [electronic resource] / |c David T. Conley and Patricia Stone. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1996. | ||
| 300 | |a 109 p. | ||
| 500 | |a ERIC Document Number: ED402650. | ||
| 500 | |a Sponsoring Agency: Oregon Business Council, Portland. |5 ericd. | ||
| 520 | |a The Oregon Business Council (OBC)-David Douglas Model District Project was undertaken for two reasons: (1) to create a model for a district's accelerated implementation of all the elements of school reform as mandated in Oregon House Bill 3565; and (2) to learn lessons about school reform that would inform OBC member companies and school districts throughout Oregon. This report contains results of an evaluation of the project's achievements and effects. Under the terms of the proposal for the OBC-David Douglas Partnership, the business community provided technical and political support (not financial) to the district, which developed a comprehensive plan for school reform as mandated by state legislation. Data, collected primarily during January through February 1996, were gathered through focus-group interviews, interviews with individuals, surveys, and document analysis. Section 1 describes the effects of the partnership on students, teachers, administrators, and parents. Section 2 reviews the range of activities undertaken by the school district. The third and fourth sections examine process issues and structural changes, respectively. Possible benchmarks for evaluating the continued progress of the model are highlighted in section 5. General findings are presented in the sixth section. Section 7 reviews findings of the focus-group interviews. Team members found that partnership work is not limited to an advisory role; that the work requires new governance mechanisms and guidelines; and that it requires new definitions of curriculum and instruction. Next steps for the partnership are outlined in section 8. The final section lists "ingredients" necessary for the successful development of Certificate of Advanced Mastery (CAM) programs. Eleven figures and one table are included. Appendices contain the critical elements of the Certificate of Mastery program, the CAM design-team reports, the original terms of the partnership, a summary of the David Douglas school district's goals and objectives, and a review of the district's accomplishments (1994-95) and expectations (1995-96). (LMI) | ||
| 650 | 1 | 7 | |a Academic Standards. |2 ericd. |
| 650 | 1 | 7 | |a Business Responsibility. |2 ericd. |
| 650 | 0 | 7 | |a Educational Change. |2 ericd. |
| 650 | 1 | 7 | |a Educational Objectives. |2 ericd. |
| 650 | 0 | 7 | |a Evaluation Criteria. |2 ericd. |
| 650 | 0 | 7 | |a High Schools. |2 ericd. |
| 650 | 0 | 7 | |a Models. |2 ericd. |
| 650 | 1 | 7 | |a Partnerships in Education. |2 ericd. |
| 650 | 0 | 7 | |a Program Evaluation. |2 ericd. |
| 650 | 0 | 7 | |a Public Schools. |2 ericd. |
| 650 | 1 | 7 | |a School Business Relationship. |2 ericd. |
| 650 | 0 | 7 | |a State Legislation. |2 ericd. |
| 650 | 0 | 7 | |a Student Evaluation. |2 ericd. |
| 700 | 1 | |a Stone, Patricia. | |
| 856 | 4 | 0 | |u http://files.eric.ed.gov/fulltext/ED402650.pdf |z Full Text (via ERIC) |
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