|
 |
Project |
|
| |
|
Talent Development |
|
| |
|
 |
|
| |
|
|
Featured Publication
|
| |
|
 |
Making Progress Toward Graduation
Evidence from the Talent Development High School Model
2005. James J. Kemple, Corinne M. Herlihy, and Thomas J. Smith.
Talent Development, a high school reform initiative, produced substantial educational gains for students in very low-performing schools in Philadelphia. Talent Development increased school attendance by nine days per year for each student. For a high school with 500 first-time ninth-graders, it helped an additional 125 students pass algebra and an extra 40 students complete a basic academic curriculum and get promoted to tenth grade. There are also indications that positive effects are beginning to extend to eleventh-grade math test scores and to graduation rates.
|
| |
|
|
|
| |
|
|
All Talent Development Publications
|
| |
|
|
Making Progress Toward Graduation
Evidence from the Talent Development High School Model
|
| |
|
|
2005. James J. Kemple, Corinne M. Herlihy, and Thomas J. Smith.
Talent Development, a high school reform initiative, produced substantial positive effects on attendance, academic course credits earned, tenth-grade promotion, and algebra pass rates for students in very low-performing schools in Philadelphia.
|
|
| |
|
|
The Talent Development Middle School Model
Context, Components, and Initial Impacts on Students’ Performance and Attendance
|
| |
|
|
2004. Corinne M. Herlihy and James J. Kemple.
During the first three years of implementation in six urban schools, The Talent Development Middle School model—an ongoing, whole-school reform initiative—had a positive impact on math achievement for eighth-graders but appeared to produce no systematic improvement in outcomes for seventh-graders.
|
|
| |
|
|
The Talent Development High School Model
Context, Components, and Initial Impacts on Ninth-Grade Students’ Engagement and Performance
|
| |
|
|
2004. James J. Kemple and Corinne M. Herlihy.
An examination of the implementation and early impacts of Talent Development, a whole-school reform initiative, found that the model produced substantial gains in ninth-grade students’ course completion and promotion rates.
|
|
|
 |
