Hill reading achievement program student achievement results for brunswick county schools 2009 2011
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Hill Reading Achievement Program Student Achievement Results for Brunswick County Schools, 2009-2011. Presented by: Tamara M. Walser , Ph.D., Lead Evaluator & Emily R. Grace , M.Ed., Project Coordinator The University of North Carolina Wilmington March 29, 2012.

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Hill reading achievement program student achievement results for brunswick county schools 2009 2011

Hill Reading Achievement Program Student Achievement Results for Brunswick County Schools, 2009-2011

Presented by:

Tamara M. Walser, Ph.D., Lead Evaluator &

Emily R. Grace, M.Ed., Project Coordinator

The University of North Carolina Wilmington

March 29, 2012


Research questions and measures

Research Questions and Measures


Students schools and teachers

Students, Schools, and Teachers

Students

First Year 2009-2010 Sample

(n = 325)

Two Year 2009-2011 Longitudinal Sample

(n = 164)

Schools and Teachers

2009-2010: 10 Elementary, 4 Middle Schools

32 Teachers

2010-2011: 10 Elementary, 3 Middle, 3 High Schools

37 Teachers


Woodcock johnson iii tests of achievement results

Woodcock-Johnson III Tests of Achievement Results


Description of subtests used

Description of Subtests Used

Letter-Word Identification: List of individual words for student to read aloud

Reading Fluency: Short sentences for student to read quickly and identify as true or false

Passage Comprehension: Short sentences containing a blank for student to read and supply appropriate word

Word Attack: List of “nonsense” words for student to read aloud, measuring phonics skills


What are age referenced standard scores

What are Age-Referenced Standard Scores?

Age-referenced standard scores account for expected academic growth.

A student who makes expected growth would have the same standard score at pretest and posttest. An increase in a standard score indicates greater than expected growth; a decrease indicates the opposite.

The average standard score for the WJ-III is 100; the average range is 90-110.


Presented by tamara m walser ph d lead evaluator

Means, Standard Deviations (SD), and Change Scores for First Year Sample and Two Year Longitudinal Sample Age-Referenced Standard Scores on Woodcock Johnson Tests of Achievement III Reading Subtests

an size for First Year Sample is 324 for Reading Fluency and Word Attack subtests

*p <.05. **p < .01


Presented by tamara m walser ph d lead evaluator

All Students in Two Year Longitudinal Sample

(n = 164)


Elementary students fall 2009 spring 2010 n 257 spring 2011 n 113

Elementary Students Fall 2009 & Spring 2010 (n = 257) Spring 2011 (n = 113)


Middle school students fall 2009 spring 2010 n 68 spring 2011 n 51

Middle School Students Fall 2009 & Spring 2010 (n = 68) Spring 2011 (n = 51)


White students fall 2009 spring 2010 n 170 spring 2011 n 90

White Students Fall 2009 & Spring 2010 (n = 170) Spring 2011 (n = 90)


Black students fall 2009 spring 2010 n 99 spring 2011 n 42

Black Students Fall 2009 & Spring 2010 (n = 99) Spring 2011 (n = 42)


Hispanic students fall 2009 spring 2010 n 32 spring 2011 n 14

Hispanic Students Fall 2009 & Spring 2010 (n = 32) Spring 2011 (n = 14)


Presented by tamara m walser ph d lead evaluator

Students Identified to Receive Exceptional Children’s ServicesFall 2009 & Spring 2010 (n = 109) Spring 2011 (n = 68)


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Students Not Identified to Receive Exceptional Children’s Services Fall 2009 & Spring 2010 (n = 216) Spring 2011 (n = 96)


North carolina end of grade reading comprehension test results

North Carolina End-Of-Grade Reading Comprehension TestResults


Nc end of grade reading achievement levels for students in first year sample 2009 n 244 2010 n 302

NC End-Of-GradeReading Achievement Levels for Students in First Year Sample2009 (n = 244) 2010 (n = 302)


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NC End-Of-Grade Reading Achievement Levels for Students in Two Year Longitudinal Sample2009 (n = 117) 2010 (n = 158), 2011 (n = 154)


Nc end of grade reading achievement levels for white students in two year longitudinal sample n 58

NC End-Of-Grade Reading Achievement Levels for White Students in Two Year Longitudinal Sample (n = 58)


Nc end of grade reading achievement levels for black students in two year longitudinal sample n 32

NC End-Of-Grade Reading Achievement Levels for Black Students in Two Year Longitudinal Sample (n = 32)


Presented by tamara m walser ph d lead evaluator

NC End-Of-Grade Reading Achievement Levels for Students Identified to Receive EC Services in Two Year Longitudinal Sample (n = 44)


Presented by tamara m walser ph d lead evaluator

NC End-Of-Grade Reading Achievement Levels for Students Not Identified to Receive EC Services in Two Year Longitudinal Sample (n = 69)


Conclusion

Conclusion

Annual and longitudinal results provide support for the effectiveness of HillRAP in improving student academic achievement in reading.

Overall, students demonstrated greater than expected growth on reading subtests of the Woodcock-Johnson III Tests of Achievement; NC End-of-Grade Reading Comprehension Test results showed a similar pattern of improved student reading achievement for HillRAP Students.


Related presentations

Related Presentations

Walser, T. M., Parker, M. A., Grace, E. R., Bell, C. A., Dowcett, E. T., & Tart, M. E. (2012, April). The Hill Reading Achievement Program model replication: Results and implications. To be presented at the American Educational Research Association annual conference, Vancouver, BC.

Walser, T. M., Parker, M. A., Grace, E. R., Dowcett, E. T., & Hodges, D. M. (2012, April). The value of replication: Learning about an educational model and evaluation practice. To be presented at the American Educational Research Association annual conference, Vancouver, BC.

Walser, T. M., & Parker, M. A. (2012, April). Hill Reading Achievement Program evaluation project: Results and reflections. To be presented at the Watson School of Education Scholarship Brown Bag Series, Wilmington, NC.

Walser, T. M., Grace, E. R., Bell, C. A., Parker, M. A., & Tart, M. E. (2012, February). Hill Reading Achievement Program Studies: What We Learned about Impacts on Student Achievement, Program Implementation, and Conducting Research in Schools. Presented at the North Carolina Association for Research in Education annual conference, Winston-Salem, NC.


Related presentations1

Related Presentations

Parker, M. A., Walser, T. M., Tart, M. E., & Bell, C. A. (2012, February). Methodological questions about aggregating results from Hill Reading Achievement studies across North Carolina. Presented at the Eastern Educational Research Association annual conference, Hilton Head Island, SC.

Walser, T. M., & Parker, M. A. (2011, November). How to train your dragon: One story of using a quasi-experimental design element in a school-based evaluation study.  Paper presented at the American Evaluation Association annual conference, Anaheim, CA.

Walser, T. M., Parker, M. A., Grace, E. R., & Hodges, D. M. (2011, November). The role of replication in evaluating complex systems in education. Paper presented at the American Evaluation Association annual conference, Anaheim, CA.

Walser, T. M., Hodges, D. M., Wetherill, K., Grace, E. R. (2010, October). The role of program evaluation in replicating an educational model. Presented at the Consortium for Research on Educational Accountability and Teacher Evaluation annual conference, Williamsburg, VA.

Walser, T. M. (2009, November). Context and quasi-experiments in schools: The case for cohort comparison groups. Paper presented at the American Evaluation Association annual conference, Orlando, FL.


Thank you

Thank You!


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