1 / 22

Robert Barnoski (Barney) Washington State Institute for Public Policy Phone: (360) 586-2744

Promoting Academic Success Evaluation Progress Washington Education Research Association December 7, 2006. Robert Barnoski (Barney) Washington State Institute for Public Policy Phone: (360) 586-2744 E-mail: barney@wsipp.wa.gov Institute Publications: www.wsipp.wa.gov.

evelyn-rodriguez
Télécharger la présentation

Robert Barnoski (Barney) Washington State Institute for Public Policy Phone: (360) 586-2744

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Promoting Academic Success Evaluation Progress Washington Education Research Association December 7, 2006 Robert Barnoski (Barney) Washington State Institute for Public Policy Phone: (360) 586-2744 E-mail: barney@wsipp.wa.gov Institute Publications: www.wsipp.wa.gov

  2. Washington State Institute for Public Policy • Created in 1983 by the state Legislature • Mission: Carry out non-partisan research on projects assigned either by the legislature or the Institute’s Board of Directors • 8 legislators • 4 higher education provosts or presidents • 4 state agency directors

  3. 2006 Legislature directed Institute to Evaluate Promoting Academic Success The evaluation should focus on determining: (a) overall effectiveness in helping students pass the WASL; (b) relative effectiveness of different remedial strategies offered; and (c) relative effectiveness by student characteristics, including economic status, limited English proficiency, and ethnicity. The office of the superintendent of public instruction shall provide all data necessary to conduct such analyses, and shall help coordinate data collection directly from districts administering the remedial programs as necessary. ESSB 6386, §607 (11), Chapter 372, Laws of 2006, supplemental operating budget.

  4. An interim report is due to the Legislature by December 15, 2006. The final report is due December 15, 2007.

  5. Analyses of 10th Grade Spring 2006 WASL DataReports on Website www.wsipp.wa.gov

  6. (a) Evaluating Overall Effectiveness of Summer 2006 PAS Compare WASL Retake Results for: • Students who participated in Summer 2006 PAS and retook WASL in August, • With similar group of students not in PAS but who retook WASL in August. • Key is finding a similar comparison group. • Statistical control variables (covariates) are still used in multivariate analysis to estimate impact of PAS participation on WASL retake. • Two dependent variables: • Met standard and • Gain on WASL scale scores.

  7. (a) Evaluating Overall Effectiveness of Summer 2006 PAS PAS Student Data Collection: • OSPI built an application for recording students participating in PAS. • Concerns about privacy kept OSPI from requesting the names of the teachers who provided the PAS instruction to the PAS students. • As a result, Institute must rely upon the using district, school, content area, and PAS program name to link teacher surveys to student WASL results. • Institute must reply upon school districts recording which students took summer PAS. • OSPI called districts to encourage them to enter Summer 2006 PAS student data. • School districts have until June 2007 to enter PAS students.

  8. (b) Evaluating Relative Effectiveness of Different Remedial Strategies for Summer 2006 PAS Measuring Different Remedial Strategies: • Institute developed three surveys for PAS teachers after discussions with OSPI staff (Reading, Writing and Math). • Two versions were created: paper and pencil, and online. • The teachers were to be surveyed at the end of the summer 2006 effort. • We will analyze the associations between different strategies and gains on WASL retakes for students who experienced the strategies. • Statistical control variables (covariates) are still used in multivariate analysis when estimating impact of PAS strategies on the WASL retake.

  9. (b) Evaluating Relative Effectiveness of Different Remedial Strategies for Summer 2006 PAS Remedial Strategy Data Collection: • OSPI built an application to record PAS program and teacher contact information. • Institute must reply upon district PAS coordinator recording the summer 2006 PAS program/teacher contact information. • Not all districts entered these data before the end of summer school. • School districts continued to enter Summer PAS data in August and September. • Institute sent out teacher surveys as soon as we received the PAS teacher’s contact information. • Institute hired WSU Social & Economic Sciences Research Center to do follow-up phone calling.

  10. Examples of Strategies on Math Survey for Summer 2006 PAS What assessments were used to determine student math needs at the beginning of this instruction? (Check all that apply)  Diagnostic test(s)  Classroom assignments  WASL math strand results  Quizzes/tests  Homework assignments  Teacher observation  Standardized achievement tests  WASL math scores  None  Other (specify):

  11. PAS teacher survey response rate is approximately 65 percent.

  12. Examples of Strategies on Math Survey for Summer 2006 PAS In your section(s), approximately what percentage of time did you spend in each of the following areas? (Must add to 100%) __ Academic/vocational/career counseling __ General instruction for math __ Motivation __ Specific instruction on the EALRs and GLEs __ Study habits __ WASL test taking skills: guessing and scoring rules __ Other (specify):

  13. Examples of Strategies on Math Survey for Summer 2006 PAS What instructional materials did you use in your section(s)? (Check all that apply)  OSPI Instructional Support Modules  WASL practice tests/released items other than from OSPI Instructional Support Modules  WASL teaching materials other than OSPI Instructional Support Modules  Materials aligned with EALRs/GLEs other than OSPI Instructional Support Modules  Materials specifically obtained for this remedial instruction other than OSPI Instructional Support Modules  District-adopted instructional materials  Technology-based materials. Name(s):  Other materials (describe):

  14. Examples of Strategies on Math Survey for Summer 2006 PAS What special training have you received to teach students who have not met the 10th-grade math standards? (Check all that apply)  OSPI Instructional Support Module training from OSPI staff  OSPI Instructional Support Module training from district or ESD staff  None • Other training (describe): In which of the following WASL math activities have you participated? (Check all that apply)  Item writing  Scoring  Range finding  Data review  OSPI/ESD deep alignment  Curriculum alignment  None  Other (specify):

  15. (c) Estimating the Influence of Student Characteristics for Summer 2006 PAS • Analyze association between different strategies and gains on WASL retakes by student characteristics.

  16. Number of PAS Teacher Surveys Summer 2006

  17. Math Teacher Survey In your section(s), approximately what percentage of time did you spend in each of the following areas?

  18. Number of PAS Student RecordsSummer 2006

  19. Number of WASL RetakesSummer 2006

  20. Number of WASL RetakesSummer 2006

  21. Number of WASL RetakesSummer 2006

  22. Thank You!

More Related