In Connecticut a racial achievement gap exists on the National Assessment of Educational Progress (NAEP), the Connecticut Mastery Test (CMT), and the Connecticut Academic Performance Test (CAPT). The Connecticut Scholars Program purports to raise the achievement of students by changing their course-taking patterns and engaging them in a rigorous curriculum. This study evaluates the implementation and outcomes of the Connecticut Scholars Program at one Connecticut high school. The CIPP evaluation model was used as a framework for the evaluation.
The findings suggest that participation in the Connecticut Scholars Program did not have a significant impact on performance on the CAPT or PSAT. However, participation in the Connecticut Scholars Program did positively impact the number of Honors and Advanced Placement courses attempted in the students' junior and senior years.
|School:||Southern Connecticut State University|
|School Location:||United States -- Connecticut|
|Source:||DAI-A 72/02, Dissertation Abstracts International|
|Keywords:||Achievement gap, CIPP Evaluation model, Connecticut Scholars Program, Course-taking patterns, Evaluation, Scholars Program|
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