Successful Implementation of Instruction at Inner-City Schools

Abstract

Our purpose in this paper is to provide a research-based commentary which summarizes generalizations that can be made regarding instruction-related practices and policies and their implementation at effective inner-city schools. We define effective inner-city schools as schools with a high proportion of poverty students whose academic achievement (usually defined by reading scores) is considerably higher than similar poverty schools. This discussion focuses on inner-city elementary schools, but most of the generalizations we discuss can be applied at inner-city secondary schools and, probably, at mixed-class schools as well. The generalizations we discuss will center on the following interrelated topics and themes: outcomes-based instruction; effective organizational arrangements for low achievers; coordination of instruction; avoidance of pitfalls and dangers, particularly those that involve over-emphasis on lowerorder skills; operationalization of shared values; organic implementation; and selection of overall instructional approach.