Analysis of Policy Application of Experimental Results: Project Challenge.

Autor/inn/en	Achilles, C. M.; und weitere
Titel	Analysis of Policy Application of Experimental Results: Project Challenge.
Quelle	(1995), (35 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Achievement Gains; Achievement Rating; Class Size; Data Analysis; Educational Assessment; Low Achievement; Mathematics Achievement; Primary Education; Reading Achievement; School Effectiveness; Scores; State Programs; Teacher Student Ratio; Tennessee + Suchen Sie Ihr Suchwort? Schulleistung; Achievement gain; Leistungssteigerung; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Klassengröße; Auswertung; Education; assessment; Bewertungssystem; Unterdurchschnittliche Leistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Primarbereich; Leseleistung; Schuleffizienz; Regierungsprogramm; Lehrer-Schüler-Relation
Abstract	During the 1989-90 school year, Tennessee established Project Challenge in 17 of Tennessee's poor and educationally low-performing counties. The program applied the results of Project STAR, a longitudinal experiment causally linking class size to student achievement. This paper presents findings of a study that evaluated Project Challenge by analyzing the statewide rankings of the 17 participating systems. Reduced class sizes, with a 1:15 teacher/student ratio, showed positive results on reading and mathematics achievement in the Challenge counties. Mean ranks, calculated from second graders' Tennessee Comprehensive Assessment Program (TCAP) scores, improved from 99 for reading and 85 for math in 1992 to ranks of 79 and 57, respectively, in 1993. Tennessee has 138 systems, so a rank of 69 is average. In 1990, Challenge systems as a group were below average; by 1993, they were above average in math and 20 ranks closer to the average rank in reading. Average ranks for reading and math remained fairly constant for the years 1993-95. The Tennessee Value Added Assessment System (TVAAS) database was then used to evaluate the Challenge program. Class sizes of about 1:15 in the Challenge systems accompanied achievement results in reading and mathematics that paralleled those predicted from the STAR experiment. The TVAAS database offers a reasonable way to monitor Challenge-system progress. Six tables are included. Appendices contain statistical data and a summary article on the TVAAS. (Contains 35 references.) (LMI)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC