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Phone: (843) 588-2001
Edgar Allan Poe/Sullivan's Island Library
Closed for renovations
Phone: (843) 883-3914
West Ashley Library
9 a.m. - 4 p.m.
Phone: (843) 766-6635
Wando Mount Pleasant Library
9 a.m. - 6 p.m.
Phone: (843) 805-6888
Village Library
9 a.m. - 6 p.m.
Phone: (843) 884-9741
St. Paul's/Hollywood Library
9 a.m. - 6 p.m.
Phone: (843) 889-3300
Otranto Road Library
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Phone: (843) 572-4094
Mt. Pleasant Library
9 a.m. – 6 p.m.
Phone: (843) 849-6161
McClellanville Library
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Keith Summey North Charleston Library
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John's Island Library
9 a.m. - 6 p.m.
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Hurd/St. Andrews Library
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Miss Jane's Building (Edisto Library Temporary Location)
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Dorchester Road Library
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Phone: (843) 722-7550
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Phone: (843) 795-6679
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Phone: (843) 805-6930
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African-American Student Achievement Research Project.
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- Author(s): Wagstaff, Mark; Melton, Jerry; Lawless, Brenda; Combs, Linda; Education Service Center Region 7, Kilgore, TX.
- Language:
English- Publication Date:
1998- Document Type:
Reports - Research - Language:
- Additional Information
- Peer Reviewed: N
- Source: 31
- Subject Terms:
- Subject Terms:
- Subject Terms:
- Abstract: Data from the Texas Assessment of Academic Skills (TAAS) reveal that gains in performance for the African American student population of Region VII of the state's educational system were not keeping pace with the performance of African Americans in the rest of Texas. This study investigated practices in school districts in the region in which African Americans were performing at high levels on TAAS reading, writing, and mathematics in the hope that these successful practices can be replicated to improve African American student achievement. Three districts with approximately 35% African American student population were selected. In these districts, at least 50% of African Americans passed all sections of the TAAS. Data were gathered primarily through semistructured interviews. The study did not uncover specific revelations about the success of African Americans in these school districts. Instead, the study shows that success for all students results from a common pattern of actions that occur in a sequence. District leadership and decision making initiated changes that led to improved student performance. These districts had formal assessment procedures in place and had begun to align curriculum with the TAAS in mathematics and were beginning alignment in language arts. In these districts, the entire staff was involved in professional development. Formal and informal processes and procedures were used to monitor student achievement, and when improvement occurred, these districts celebrated their success. In the study districts, low-performing campus ratings prompted attention and action. Appendixes contain demographic and TAAS data, the interview questions, and an illustration of the findings in chart form. (Contains two figures.) (SLD)
- Publication Date: 1999
- Accession Number: ED425256
- Peer Reviewed:
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