Examining the Effectiveness of Closing the Achievement Gap Professional Development Demonstration Schools

Autor/inn/en	White, Larry J.; Hixson, Nate; Hammer, Patricia Cahape; Smith, Diana L.; D'Brot, Juan
Institution	West Virginia Department of Education
Titel	Examining the Effectiveness of Closing the Achievement Gap Professional Development Demonstration Schools
Quelle	(2010), (151 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; African American Students; School Culture; Focus Groups; Economically Disadvantaged; Mathematics Achievement; Achievement Tests; Achievement Gap; Program Evaluation; Program Effectiveness; Improvement Programs; Coaching (Performance); Educational Improvement; Quasiexperimental Design; Reading Achievement; Grade 4; Teacher Surveys; Teacher Attitudes; Demonstration Programs; Special Needs Students; Elementary School Students; Control Groups; Experimental Groups; Longitudinal Studies; Achievement Gains; Professional Development; Professional Development Schools; Inservice Teacher Education; Program Descriptions; Measures (Individuals); West Virginia + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Schulkultur; Schulleben; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Programme evaluation; Programmevaluation; Effizienzsteigerung; Teaching improvement; Unterrichtsentwicklung; Leseleistung; School year 04; 4. Schuljahr; Schuljahr 04; Lehrerverhalten; Sonderpädagogischer Förderbedarf; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Achievement gain; Leistungssteigerung; Lehrerfortbildung; Messdaten
Abstract	A study examined the impact of the "Closing the Achievement Gap" (CAG schools) program on the academic achievement of students in 30 schools serving high percentages of African American and economically disadvantaged students in West Virginia (WV), 2004-2008. The program assigned experienced educators, "CAG liaisons", to the schools to provide school improvement coaching. The study used (a) a quasi-experimental approach to examine the differences between 12 CAG and 12 non-CAG matching schools for fourth-grade reading/language arts and mathematics achievement on the statewide summative assessment; (b) a comparison of gains in the percentage of students who achieved proficiency for the same subject areas, from CAG schools and all other WV schools during those years; (c) focus groups conducted with CAG liaisons to collect data about their work and their perceptions about impacts beyond academic achievement; and (d) CAG school faculty responses to three research-validated survey instruments that measured the schools' capacity for improvement, adherence to continuous school improvement processes, and overall school culture. Analysis of achievement testing showed promise for the program, especially for African American students. Results of the focus groups and surveys provide information about which school improvement efforts received the most attention, and identified areas of strength and needed improvement in CAG schools at the end of the 5-year program. Null Hypothesis Significance Testing and Results of T Tests Between Program Years is appended. (Contains 229 tables, 36 figures and 5 footnotes.) (As Provided).
Anmerkungen	West Virginia Department of Education. 1900 Kanawha Boulevard East, Charleston, WV 25305. Tel: 304-558-3660; Fax: 304-558-0198; Web site: http://wvde.state.wv.us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10