STUDENTS IN PROGRAM CHECKPOINT: SELECTED CASE STUDIES (PENNSYLVANIA)

SARAH ELIZABETH ANDERSON, University of Pennsylvania

Abstract

This study is concerned with the examination of the academic growth and behavioral changes of six selected third and fourth grade minority students characterized by low achievement in the areas of reading and mathematics. These students come from a population of an inner-city Philadelphia elementary school. In this school there is a program called Checkpoint which seeks to alleviate and eradicate the underachieving performances of these pupils. Specific focus for this research was on program reorganization and enrichment activities for these pupils so that they could make comparable scores with higher achieving pupils. The methodology used for this study was that of participant observer. Data sources included observations by the researcher, school records, parent-teacher conferences, interviews, teacher grades and home visits. The study: (1) Described the program and compared it with other elementary curriculum programs that have been implemented in the Philadelphia School System for disadvantaged and for underachieving children. (2) Showed that parents display a need to be convinced by the investigator and the principal that their involvement is needed for the benefit of their children. (3) Showed that most students responded favorably to the Checkpoint Program and improved their academic levels. Most behaviors changed in a favorable direction. (4) Demonstrated that there is inconsistency among teachers in their willingness to encourage parents to become involved. (5) Indicated that conferences including students, parents and classroom teachers were very valuable.

Subject Area

Curricula|Teaching

Recommended Citation

ANDERSON, SARAH ELIZABETH, "STUDENTS IN PROGRAM CHECKPOINT: SELECTED CASE STUDIES (PENNSYLVANIA)" (1984). Dissertations available from ProQuest. AAI8420430.
https://repository.upenn.edu/dissertations/AAI8420430

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