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December 2007/January 2008 | Volume 65 | Number 4
Two New Jersey schools discover the benefits of interim assessments, clearly defined standards, and data-driven instruction.
Our story starts with two public middle schools in Newark, New Jersey. Both had student populations representative of Newark's Central Ward, where 90 percent of students qualify for free or reduced-price lunch and 85 percent are black. Students in both schools were generally well behaved and academically on task.
Despite the two schools' similar student populations, their 2003 achievement results revealed two very different pictures. One school, Greater Newark Academy, was in a tailspin: Only 7 percent of its 8th grade students had passed the state math test. The second school, North Star Academy, had more respectable results—well above the district average—but it was still behind its suburban New Jersey counterparts.
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Copyright © 2007 by Association for Supervision and Curriculum Development
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