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Essay / Research Paper Abstract
A 5 page overview of the Core Model being implemented in schools around the nation. This paper evaluates the success of the model in Virginia and Oklahoma City. Bibliography lists 3 sources.
Page Count:
5 pages (~225 words per page)
File: AM2_PPedRstr.rtf
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Unformatted sample text from the term paper:
Schools across the nation have recognized the need for comprehensive school restructuring (CSR). In
addition to targeting academic improvement, school restructuring has been implemented in order to qualify for federal grants that are designed to enable schools in their implementation of effective reform (Borman,
Hewes, Overman, and Brown, 2004). Some twenty-nine CSR models have been employed in this restructuring effort (Borman, Hewes, Overman, and Brown, 2004). Among the more notable are the
Accelerated Schools Model, the High Schools that Work Model, and the Success for All Model (Borman, Hewes, Overman, and Brown, 2004). Perhaps of even more interest, however, is the
Core Knoweldge Model. The Core Knowledge Foundation (2004) contends that Core Knowledge not only improves student performance, it also "fosters equity" between cultures and socioeconomic classes.
Currently state funding of our schools operates on the basis of specific student needs, thus programs such as services for the handicap and other more
costly programs are allocated by about half the states on the basis of need (Jordan and Lyons, 1997). In return for such finding the state demands stability and predictability,
non-manipulability, responsiveness, ease of administration, feasibility, productivity, efficiency, and accountability (Jordan and Lyons, 1997). Federal grants for the provision of comprehensive school restructuring are predicated on many of the
same requirements. The Core Knowledge Model is one of the easiest to access not only in terms of these requirements but also in terms of its impacts.
The Core Knowledge Model entails the provision of carefully crafted curriculum that promotes an understanding of specific areas of knowledge. Borman, Hewes, Overman, and
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