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Correlates of Achievement: An Indicator System for Delaware Schools Created by the University of Delaware Education Research & Development Center www.rdc.udel.edu.

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Presentation on theme: "Correlates of Achievement: An Indicator System for Delaware Schools Created by the University of Delaware Education Research & Development Center www.rdc.udel.edu."— Presentation transcript:

1 Correlates of Achievement: An Indicator System for Delaware Schools Created by the University of Delaware Education Research & Development Center Research and Database Development supported by the Delaware State Board of Education

2 Why? An Indicator System To provide another tool to assist school & district level decision makers in their efforts toward school improvement To provide an integrated data system that will help focus school-level decision makers Beyond the outcomes (Delaware State Testing Program) & achievement gaps On the important processes that contribute to the outcomes & gaps To help close the achievement gap in Delaware schools by empowering school personnel to use opportunity to learn data To make better use of the states wealth of data To level the playing field across the state among schools/districts in regards to data usage & access University of Delaware Education Research & Development Center

3 How? Through a Collaborative Research & Development Initiative RESEARCH: UD Education Research & Development Center & Delaware Department of Education Research-based data system Available statewide Grounded in school-level data Web-based User-friendly Integrates state and local data DEVELOPMENT: Delaware Academy for School Leadership & the Southern Regional Education Board Professional development for school administrators & school/district data teams To effectively use the indicator system to inform their decision making University of Delaware Education Research & Development Center

4 Focus? Research-based Framework: ETS Parsing the Achievement Gap, 2003 Synthesis of educational research on home and school conditions that are associated with school achievement Examines the degree to which these conditions vary by subgroups of the student population Established 14 correlates of student achievement Source: University of Delaware Education Research & Development Center

5 Correlates of Student Achievement Sources of research syntheses of factors at two levels: School Factors Monitoring School Quality: An Indicators Report (National Center for Education Statistics). Before & Beyond School Factors Child Trends, a national research organization that conducts & synthesizes research on child well-being University of Delaware Education Research & Development Center

6 School Correlates Classroom level factors Rigor of Curriculum Class Size Technology-Assisted Instruction Teacher level factors Teacher Preparation Teacher Experience & Attendance School level factor School Safety University of Delaware Education Research & Development Center

7 Before & Beyond School Correlates Parent participation Student mobility Birth weight Lead poisoning Hunger and nutrition Reading to young children Parent availability University of Delaware Education Research & Development Center

8 Availability & Quality of Indicator Data When dimensions being measured are straightforward, (e.g., teacher assignment, class size) or have been measured for an extended period of time, concepts are easier to measure and instrumentation and subsequent data are more reliable. When dimensions are more complex, (e.g., curriculum rigor ) concepts are more difficult to measure. University of Delaware Education Research & Development Center

9 School Correlate I: Curriculum Rigor Curriculum Rigor Defined as challenging curriculum or academic press (strong goals emphasizing achievement) Typical Measures Student enrollment patterns in academic courses or college preparation courses Content coverage (teacher report of topics taught) Classroom process data (teacher report of methods used) Course offerings & requirements University of Delaware Education Research & Development Center

10 Curriculum Rigor: Typical Queries Which students are taking which classes? To what degree are minority students enrolled in the most rigorous college-prep courses? What is the distribution of student groups across all types of courses? (i.e., honors, college-prep, general, remedial) University of Delaware Education Research & Development Center

11 School Correlate II: Class Size Class Size Most meta-analyses conclude that smaller classes (13-20) raise student test scores Stronger benefits for minority and disadvantaged students in the primary grades Typical Measures Pupil-teacher ratios Average number of students enrolled in regular classrooms Typical Queries What are the class sizes disaggregated by course type? By student group? University of Delaware Education Research & Development Center

12 School Correlate III: Technology-Assisted Instruction Technology-Assisted Instruction Learning is enhanced when used to teach discrete skills Very little research on the effects of Internet use on the development of higher-order thinking Typical Measures Availability & equitable distribution of computers and Internet access Frequency and type of use by students Typical Queries What is the level of instructional technology usage by teachers who teach remedial English? Of teachers who teach high percentages of minority students? University of Delaware Education Research & Development Center

13 School Correlate IV: Teacher Preparation Teacher Preparation Teachers academic skills and knowledge affect student achievement Typical Measures Teacher certification (major/minor in field) Percentage of teachers w/advanced degrees Quality of undergraduate/graduate school teacher attended (admissions selectivity) Teacher test scores (e.g., Praxis II, ACT or SAT) Typical Queries What percentage of teachers teaching advanced courses have advanced degrees? What is the major/minor of the teacher disaggregated by type of course? University of Delaware Education Research & Development Center

14 School Correlate V: Teacher Experience & Assignment Teacher Experience & Assignment Children learn more from experienced teachers than from new teachers; benefits appear to level off after 5 years Teachers teaching courses they are not trained to teach adversely affect student achievement Typical Measures Years of experience Turnover rates Rate of out-of-field teaching assignments Typical queries To what degree are minority students taught by teachers with less than 5 years experience? What is the teachers experience level disaggregated by class? By student group? By class and student group? University of Delaware Education Research & Development Center

15 School Correlate VI: School Safety School Safety Positive disciplinary climate is directly linked to high achievement A disciplined climate may be a necessary precondition Typical measures Incidence of serious (arrests) & less serious offenses (tardiness) Sense of safety – student report Typical Queries Is the percentage of minority students suspended out of school equivalent to other groups? Are the students enrolled in remedial courses more likely to feel less safe in school than their peers in other types of classes? University of Delaware Education Research & Development Center

16 Structure of Indicator System A linkage that connects the State-level data systems housed at the DE Department of Ed. within its Data Warehouse Delaware Student Testing Program Delaware Student Information System DEEDS & PHYRST (Educator data) University of Delaware Education Research & Development Center

17 Structure of Indicator System To School- Level Data systems housed within DE schools within their E-School Plus programs Course offerings by content area Student assignment data Descriptors of course rigor (e.g., college-prep, honors, general, remedial) Teacher course assignments Discipline data Technology usage (future) University of Delaware Education Research & Development Center

18 Contact Information Audrey J. Noble, Ph.D., Director University of Delaware Education Research & Development Center (302) Kelly Scollon, Project Director University of Delaware Education Research & Development Center (302) University of Delaware Education Research & Development Center


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