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Making Standards Work Improves Student Achievement

Making Standards Work Improves Student Achievement. Presented by Larry Ainsworth, M.S. Center for Performance Assessment www.MakingStandardsWork.com (800) 844-6599. But Was It Effective ?.

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Making Standards Work Improves Student Achievement

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  1. Making Standards Work Improves Student Achievement Presented by Larry Ainsworth, M.S. Center for Performance Assessment www.MakingStandardsWork.com (800) 844-6599

  2. But Was It Effective? “The reflective process is at the very heart of accountability. It is through reflection that we distinguish between the popularity of teaching techniques and their effectiveness. The question is not ‘Did I like it?’ but rather ‘Was it effective?’” (Reeves, D. B., Accountability for Learning, 2004, p. 52)

  3. Research Evidence “Can Professional Development Programs Help Close Achievement Gap?” by Brahler, Bainbridge, Stevens, ERS Spectrum, Summer 2004, pp. 33-38

  4. MSW Program • Designed by Douglas B. Reeves, Ph.D. • Meets federal guidelines for high-quality professional development • Scientifically research-based • Focused on student achievement • Follows a continuum from knowledge and skills to supported job-embedded practice and reflection Brahler, Bainbridge, Stevens, ERS Spectrum, Summer, 2004, pp. 33-38

  5. Context of Study • Miami Valley Teacher / Leadership Academy, Montgomery County, Ohio sponsored MSW seminars beginning in 2001 • Miami University’s Applied Research Department collected data from July 2003 through July 2004 Brahler, Bainbridge, Stevens, ERS Spectrum, Summer, 2004, pp. 33-38

  6. Context of Study • Faculties from Miami University and University of Dayton conducted surveys, analyzed and interpreted data • Study funded by Dayton community businesses Brahler, Bainbridge, Stevens, ERS Spectrum, Summer, 2004, pp. 33-38

  7. Context of Study • Sampling of 12 teachers in 12 participating school systems serving 291 students in grades 3, 4, 5, and 6 • Eight MSW sessions offered • Study compared student performance results of those teachers who attended all eight sessions with those who attended only two to four Brahler, Bainbridge, Stevens, ERS Spectrum, Summer, 2004, pp. 33-38

  8. Performance Measures • “Two performance measures were selected to indicate the effect the program had on student performance…the gain in proficiency scores from pre- to post-test and the change in test score distribution from pre- to post-test.” (italics added) Brahler, Bainbridge, Stevens, ERS Spectrum, Summer, 2004, pp. 33-38

  9. Two Major Findings • “Gain in overall mean test score from pre- to post-test for students of teachers who attended all eight sessions was significantly higher than that of students of teachers who attended two to four sessions.” • “The achievement gap closed for the experimental group (those who attended all eight sessions).” Brahler, Bainbridge, Stevens, ERS Spectrum, Summer, 2004, pp. 33-38

  10. “While the increase in proficiency test scores was expected, the close in achievement gap was a surprise.” Brahler, Bainbridge, Stevens, ERS Spectrum, Summer, 2004, pp. 33-38

  11. Closing the Achievement Gap • “The study’s main finding was that the MSW professional development activity was successful in closing the achievement gap in all subject areas of the Ohio Proficiency Test (citizenship, math, reading, science, and writing) in grades 4 and 6 and in off-year proficiency test score data (grades 3 and 5).” Brahler, Bainbridge, Stevens, ERS Spectrum, Summer, 2004, pp. 33-38

  12. Results • “Students of teachers who attended eight sessions showed a mean gain of .71 points compared with a mean gain of .31 for students of teachers who attended two to four sessions.” Brahler, Bainbridge, Stevens, ERS Spectrum, Summer, 2004, pp. 33-38

  13. Results • “Students of teachers who attended eight MSW sessions advanced almost one entire performance level—from Below Proficient to Proficient or from Proficient to Advanced Proficient.” Brahler, Bainbridge, Stevens, ERS Spectrum, Summer, 2004, pp. 33-38

  14. Results • “Analysis of covariance (ANCOVA) tests were used to determine if there was a significant difference in subject gain depending on teaching experience or subject area…The ANCOVA tests confirmed there was not a significant difference in gain on either of these two confounding variables…there was a significant difference based on teacher participation in the MSW sessions.” Brahler, Bainbridge, Stevens, ERS Spectrum, Summer, 2004, pp. 33-38

  15. Conclusion • “The study shows that as teachers moved forward on the professional development continuum, student achievement improved, and disparity in student performance was significantly minimized.” Brahler, Bainbridge, Stevens, ERS Spectrum, Summer, 2004, pp. 33-38

  16. Teachers and Leaders Influence Student Achievement! Student Causes Teacher Causes Source: Leadership for Learning, 2005, Center for Performance Assessment, www.MakingStandardsWork.com

  17. Larry Ainsworth, M.S. Center for Performance Assessment www.MakingStandardsWork.com (800) 844-6599 ext. 509 larryainsworth@aol.com

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