A few of the Achievement Outcomes for San Francisco Unified School District’s California Math and Science Partnership Grant- Working together to Improve Science Education (WISE). 510.986.0990 www.gibsonandassociates.com firstname.lastname@example.org. Gibson & Associates External Evaluators.
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A few of the Achievement Outcomes for San Francisco Unified School District’s California Math and Science Partnership Grant- Working together to Improve Science Education (WISE)
Gibson & Associates
The mission of Working together to Improve Science Education (WISE) is to improve student achievement in science through content and pedagogy professional development for grade four and five teachers.
WISE teachers received an average of 50 hours of professional development content from partner faculty.
WISE teachers receive an average of 20 hours of coaching support annually from 2 district coaches:
5th grade science proficiency rates for students in classrooms with WISE teachers with 50 or more hours of WISE Professional Development, and those with a minimum of 20 professional development hours, surpassed 5th graders at the same school site not participating in the program, students throughout the district, and the state.
The graph below represents the percent of students achieving proficiency on the 5th grade California Standards Test in Science for WISE teachers and a control group matched by ethnicity, socioeconomic status, and 2004 science and literacy achievement. The N for each year is approximately 260 WISE students and 400 Control group students. While there was growth for each group of students, the treatment students continued to outperform the control group and the state every year.
The graph below indicates three years of average raw scaled scores in Science for MALES in the WISE treatment group, as compared to males in the control group of students and in the state.
The graph below indicates three years of average raw scaled scores in Science for FEMALES in the WISE treatment group, as compared to those of the control group and in the state.
In 2007, targeted subgroup populations (African American and Hispanic-Latino) in treated classrooms outperformed the control group and the state. However, due to the subgroup population fluctuations, it is impossible to make year to year comparisons for treatment subgroup and control group populations.
Data for subgroup populations is presented for the year 2007 only.
The graph below indicates raw-scaled scores on the 5th grade Science CST for targeted subgroup populations.
The graph below compares the percent of students with below basic science scores from control classrooms and WISE treatment classrooms. WISE treatment classrooms had a far lower percentage of students with low scores.
Students in WISE classrooms outperform the control group and the state in English Language Arts. This is particularly true of the Hispanic-Latino population, but also true of African American students.
Key components of the WISE professional development program include instructing teachers in the use of science literacy notebooks, developing engaging lessons using hands-on materials, as well as vocabulary building activities, and teaching students to read expository science texts in class.
African American and Hispanic-Latino students in WISE classrooms outperformed the control group and the state in English Language Arts as indicated by average raw scaled scores for 5th graders on the ELA CST.
The graph below indicates the average raw scaled English Language Arts scores by gender for the WISE treatment group, as compared to those of the control group and the state.
"All physical science standards seemed to be covered in this one workshop. I have a much deeper understanding of the relationship between electricity and magnetism."
"Ifeel more secure about my knowledge after cleaning up misconceptions."
"SQRRRL is a good tool for teachers to help their students comprehend scientific text materials.”
"The rubric was a fantastic way to initiate reflection for future assignments.”
“The Rubi-star resource is great and I’m glad it was presented to teachers who did not know about it."
In surveys, students commented:
"At our school, I like science because it's mostly hands-on."
“I like learning new information and sharing it with each other and learning new science projects and doing them at home."