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Case Studies in Educational Performance Contracting. Part 5. Gilroy, California

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Bibliographic Details
Title: Case Studies in Educational Performance Contracting. Part 5. Gilroy, California
Authors: Rapp, M. L., Rand Corp., Santa Monica, CA.
Peer Reviewed: N
Page Count: 61
Publication Date: 1971
Sponsoring Agency: Department of Health, Education, and Welfare, Washington, DC.
Descriptors: Achievement Gains, Case Studies, Curriculum Design, Educational Change, Elementary School Students, Improvement Programs, Individual Needs, Mathematics Instruction, Parent Attitudes, Performance Contracts, Problem Solving, Reading Instruction, Skill Development, Spanish Speaking, Student Attitudes, Teacher Attitudes, Test Results
Geographic Terms: California
Abstract: The Gilroy, California, Unified School District contracted with Westinghouse Learning Corporation for the 1970-71 school year for the purpose of improving reading and mathematics achievement of approximately 100 Spanish-surnamed boys and girls from grades 2-4. The average gain at the end of the program was 0.6 achievement years in reading and 0.8 achievement years in mathematics, well below the expected two-year gain. An analysis of nonacademic results, however, revealed that: (1) Students generally enjoyed the program; (2) There was no observable effect of the program on student attendance; (3) 48 out of 53 parents indicated their approval of the program. The author indicates performance contracting acted as an agent for positive change. Teachers are more concerned with diagnosing a child's performance in relation to the skills he needs to develop, and then prescribing for him an instructional curriculum that is specific to his individual needs. For related documents, see ED 056 247, 248, 249, 250, and 252. (Author/CK)
Entry Date: 1972
Accession Number: ED056251
Database: ERIC
Description
Abstract:The Gilroy, California, Unified School District contracted with Westinghouse Learning Corporation for the 1970-71 school year for the purpose of improving reading and mathematics achievement of approximately 100 Spanish-surnamed boys and girls from grades 2-4. The average gain at the end of the program was 0.6 achievement years in reading and 0.8 achievement years in mathematics, well below the expected two-year gain. An analysis of nonacademic results, however, revealed that: (1) Students generally enjoyed the program; (2) There was no observable effect of the program on student attendance; (3) 48 out of 53 parents indicated their approval of the program. The author indicates performance contracting acted as an agent for positive change. Teachers are more concerned with diagnosing a child's performance in relation to the skills he needs to develop, and then prescribing for him an instructional curriculum that is specific to his individual needs. For related documents, see ED 056 247, 248, 249, 250, and 252. (Author/CK)