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Implementing a Highly Specified Curricular, Instructional, and Organizational School Design in a High-Poverty Urban Elementary School: Three Year Results. Report No. 20.
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McHugh, Barbara; Stringfield, Sam – 1998
This report provides background, implementation, and diverse outcome data from the first 3 years of an ongoing effort to implement a highly specified school reform design in a high-poverty, urban elementary school, Woodson Elementary School, Baltimore (Maryland). The design that is being implemented is the Calvert School model. The Calvert School…
Descriptors: Academic Achievement, Achievement Gains, Disadvantaged Youth, Educational Change