| Abstract
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The purpose of this study was to focus an empirical investigation of the effects of the accelerated schools model on at-risk students in schools that have adopted the model, compared to schools not using the model. The study examined whether at-risk students in accelerated schools outperformed students in demographically similar schools that did not use the model. Matched schools were selected based on the following characteristics: Percent of student population that was Hispanic, White, African American, identified economically disadvantaged, and geographical location by the Texas Education Agency's, Public Education Information Management System. Educational outcomes, defined as test performance using the Texas Assessment of Academic Skills (TAAS) tests, attendance rates, and retention rates were compared between the accelerated schools and the comparable schools. In addition, a survey measuring the implementation of educational innovation was collected in order to evaluate the extent of implementation of the Accelerated Schools Model within the schools that were evaluated. Study results must be interpreted within the context of the Texas educational system. Major educational reform was legislated in Texas in the 1980's, which changed both what was taught in the classroom and how it was measured. By mandate, a statewide curriculum was developed and implemented within Texas schools. Following this, a statewide assessment test measuring progress on a mastery of the curriculum objectives was developed and implemented. Perhaps the change with the most pervasive impact has been the mandated development and implementation of an accountability system for Texas schools and districts. At the most basic level, Texas schools are rated based on student TAAS performance, student drop out rates, and student attendance rates. Since schools are under pressure to achieve a high campus rating, a tremendous emphasis is placed on improving the factors on which they are rated. Due to the state and national emphases on educational reform, it is likely that Texas schools are making efforts, formal and informal, to improve the performance of all students. Therefore, it is likely that these effects make indistinguishable the efforts of the Accelerated Schools Model on schools who are continually improving their academic environment.
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