An Investigation of Building-Level Practices that Effect Positive Results on the Language Subtest of the Alabama High School Graduation Examination.

Identified curricular and instructional practices within schools whose students exceeded the state passing average for Language Arts on the Alabama High School Graduation Examination, even though student population were predominantly high risk. Teacher and administrator data indicated that teachers' years of experience, certification levels, and participation in school- level curriculum decisions were higher than state averages. Teachers generally used traditional methodologies and materials. Administrators relied upon teachers' curricular recommendations. (SM)