Investigating “Think Gold”:
This presentation is the property of its rightful owner.
Sponsored Links
1 / 33

Josh Emmett, Ph.D. Point Loma Nazarene University Dean McGee, M.A.Ed. Kern High School District PowerPoint PPT Presentation


  • 105 Views
  • Uploaded on
  • Presentation posted in: General

Investigating “Think Gold”: A Student Achievement Program to Promote Performance for High-stakes Testing. Josh Emmett, Ph.D. Point Loma Nazarene University Dean McGee, M.A.Ed. Kern High School District. Purpose of the Study.

Download Presentation

Josh Emmett, Ph.D. Point Loma Nazarene University Dean McGee, M.A.Ed. Kern High School District

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.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


Josh emmett ph d point loma nazarene university dean mcgee m a ed kern high school district

Investigating “Think Gold”: A Student Achievement Program to Promote Performance for High-stakes Testing

Josh Emmett, Ph.D.

Point Loma Nazarene University

Dean McGee, M.A.Ed.

Kern High School District


Purpose of the study

Purpose of the Study

  • Discover the critical attributes of a student achievement program at one urban high school

  • Examine the impact of extrinsic motivation on student perceptions and behavior toward state assessments


Research questions

Research Questions

  • What were the critical attributes of the Think Gold program at West High School?

  • How did student achievement, as measured by state assessments, change at West High School from prior to the implementation of the Think Gold program through 2011?

    • How did the performance of West HS compare with the rest of the district?


Theoretical framework

Theoretical Framework

  • Uniqueness of high schools when measuring student achievement on

    “high stakes” tests

  • “High stakes” for schools vs. students

  • Intrinsic vs. Extrinsic motivation

  • High school improvement strategies

  • Rewards as motivation


Method

Method

  • Single case study

    • Offers a means to answer descriptive questions

    • Bounded by location and circumstances

      Yin (2005) endorses the use of case study to provide rich descriptions that enhance awareness and analytical insight that promotes knowledge.


Data sources

Data Sources

  • Data sources

    • Structured interviews with stakeholders

      • 5 administrators, 4 Instructional Coaches

      • 16 randomly selected teachers (of 77)

      • 19 randomly selected students (from grades 9-11)

  • Student achievement data (CSTs)

    • 2009, 2010, and 2011

    • West High School & District (18 high schools)

      • Number of students scoring “proficient” or “advanced”

      • Improvement of students across years

  • Survey data


Data analysis

Data Analysis

  • Guided by Theoretical Framework

  • Coding of interviews

  • Calculations/comparisons of student achievement data

  • Triangulation for student survey responses


The case

The Case

  • Context of West High School

    • Large urban high school in Bakersfield, CA

    • Recent history of low performance

    • Over 70% of students live in poverty

    • Diverse student population (majority Latino)

  • Think Gold program

    • Employs extrinsic motivation for students to improve performance on state assessments


Think gold

Think Gold

  • The Think Gold program is a school-wide effort to improve student academic achievement.

  • The Think Gold program strategically validates and responds to individual student academic success by recognizing student achievement on the California Standards Tests.


Why think gold

Why Think Gold?

  • Students were not coming to school intrinsically motivated to learn.

  • Teachers reported that students “did not care” about failing courses.

  • Teachers were transferring to other schools.

  • Professional Learning Community work began in earnest in 2007-2008.

  • Student performance on state mandated tests did not appear to be improving significantly.


Why think gold1

Why Think Gold?

  • Low School API of 593 in 2005

  • Low Similar Schools Ranking of 2

  • Low Freshman Promotion Rate

  • Low Intrinsic Motivation Levels

    • Low parent education levels

  • Low A-G completion rates

  • High suspension rates


Why think gold2

Why Think Gold?


Direct approach to improve student motivation

Direct Approach to Improve Student Motivation

  • The school-site leadership (teachers, administrators, and counselors) believed that the students needed to be encouraged/motivated to demonstrate their content knowledge and abilities when taking the California Standards Tests.

  • Think Gold is an outgrowth of the school’s decision to meet the students’ lack of motivation head-on.


Think gold achievement culture

Think Gold Achievement Culture

Core Expectations: All students are expected to take personal responsibility for their learning. This means that every student should:

  • Get to School Everyday

  • Get to Class On Time

  • Work Hard to Learn

  • Demonstrate Pride for West High


Think gold qualification

Think Gold Qualification

How to qualify for Gold:

1. Students must take all CSTs for assigned grade level and

2.Score proficient or advanced on two or more CSTs (Level One Goldqualification)

or

3. Show a net improvement of two or more performance bands on current CSTs over the previous year’s CSTs

(Level Two Gold qualification)


Think gold recognition

Think Gold Recognition

  • Special Think Gold I.D. Card

  • Participation in Think Gold Activities

  • Access to Think Gold Spirit Awards

  • A Think Gold Express Lunch Pass

    • Level One - @ 140 days

    • Level Two - @ 90 days


Special think gold components

Special Think Gold Components

  • Level Three Gold

    • 8 days per school year

    • Performance-based qualification

      • Proficient or Advanced on a Common Summative Assessment (ELA, Math, Science, & Social Studies)

  • Hall of Fame

    • Top 3 Advanced scores in each CST area

    • Induction ceremony in September

    • Hall of Fame T-Shirt


West high school the kern high school district

West High School & the Kern High School District

  • West High School

    • 2100 ADA

      • 63% Hispanic/Latino

      • 18% White

      • 16% African-American

      • 2% Asian

      • 1% American Indian

    • 70% Free/Reduced Lunch

    • -9.75 Z score (family income/education level calculation from Census)

    • Rapidly became an inner-city school when the community grew (8 new high schools since 1991)

  • Kern High District

    • 37,000 ADA (18 high schools)

      • 61% Hispanic/Latino

      • 27% White

      • 7% African-American

      • 4% Asian

      • 1% American Indian

    • 60% Free/Reduced Lunch

    • Other schools

      • Centennial (23.61 Z score)

      • Frontier (20.16 Z score)

      • Liberty (59.94 Z score)

      • Stockdale (62.03 Z score)

      • Independence (24.40 Z score)


Findings

Findings

  • Research Question #1

    Critical attributes of the Think Gold program:

    • The differentiated incentive system

    • The relative sustainability of the recognition efforts

    • Direct connection of outcomes for student performance to individual student decisions


Findings1

Findings

  • Research Question #2

    Changes in student achievement:

    • Data from 2009, 2010, 2011

    • Increases in Level 1 Criteria exceeded district

    • Increases in Level 2 Criteria exceeded district


Khsd vs west high school 2009 2011 level 1 for 9 th grade khsd west high school

KHSD vs. West High School2009-2011Level 1 for 9th GradeKHSDWest High School


Khsd vs west high school 2009 2011 level 1 for 10 th grade khsd west high school

KHSD vs. West High School2009-2011Level 1 for 10th GradeKHSDWest High School


Khsd vs west high school 2009 2011 level 1 for 11 th grade khsd west high school

KHSD vs. West High School2009-2011Level 1 for 11th GradeKHSDWest High School


Khsd vs west high school 2009 2011 level 1 for total population khsd west high school

KHSD vs. West High School2009-2011Level 1 for Total PopulationKHSDWest High School


Khsd vs west high school 2009 2011 level 2 for 10 th grade khsd west high school

KHSD vs. West High School2009-2011Level 2 for 10th GradeKHSDWest High School


Khsd vs west high school 2009 2011 level 2 for 11 th grade khsd west high school

KHSD vs. West High School2009-2011Level 2 for 11th GradeKHSDWest High School


Khsd vs west high school 2009 2011 level 2 for total population khsd west high school

KHSD vs. West High School2009-2011Level 2 for Total PopulationKHSDWest High School


Key observations

Key Observations

  • Mandated assessments have created unique circumstances for junior high and high school students that support extrinsic motivation strategies

  • The development of intrinsic motivation may require an extrinsic jump start for students who have low levels of internal motivation

  • Extrinsic motivation cannot be the only effort to improve student performance

  • Extrinsic motivation works best when students care about the recognition they receive – it must be more than a reward

  • Extrinsic motivation approaches can be counter productive if used recklessly


Significance of the study

Significance of the Study

  • Influence of extrinsic motivation for student achievement as an element for consideration in high school improvement

  • Discussion of the use of extrinsic motivation to promote student achievement

  • Inherent limitations

    • Urban context may mitigate generalizability


Contact information

Contact information

  • Josh Emmett

    [email protected]

    (661) 326-6631

  • Dean McGee

    [email protected]

    (661) 832-2822


Survey results

Survey Results


Survey results1

Survey Results


Survey results2

Survey Results


  • Login