RISC vs. Non-RISC Schools: A Comparison of Student Proficiencies for Reading, Writing, and Mathematics

Autor/in	Haystead, Mark W.
Institution	Marzano Research Laboratory
Titel	RISC vs. Non-RISC Schools: A Comparison of Student Proficiencies for Reading, Writing, and Mathematics
Quelle	(2010), (27 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	School Districts; Educational Change; Comparative Analysis; Elementary School Students; Middle School Students; High School Students; Reading Achievement; Writing Achievement; Mathematics Achievement; Effect Size; Program Effectiveness; Alaska; Colorado; Florida + Suchen Sie Ihr Suchwort? School district; Schulbezirk; Bildungsreform; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	This report describes the findings for an analysis of data provided by the Re-Inventing Schools Coalition (RISC). A comparison was made between schools at seven districts that employ the RISC model and eight non-RISC districts (hereinafter referred to as RISC and non-RISC schools) on the percentages of students who scored proficient or above on state tests for reading, writing, and mathematics. Schools and districts were selected by RISC for this comparison study based on comparable demographics including urban/rural, ethnicity, and size of student populations within each of three states: Alaska, Colorado, and Florida. In the sole case of the RISC charter school, a comparable urban charter school was selected with similar population size in Alaska. State-level student testing data available from 2009 for the selected schools and districts was used in the sample data sets. When comparisons were made between RISC and non-RISC schools on the number of students who scored proficient or above (grades 3 to 10 combined) on state tests for reading, writing, and mathematics, the odds ratio effect sizes were 2.339 (N = 3,955; 95% CI, 2.046-2.673), 2.503 (N = 3,640; 95% CI, 2.185-2.866), and 2.433 (N = 3,954; 95% CI, 2.135-2.772). The odds ratio effect sizes suggest that for the RISC schools the odds of a student scoring proficient or above were 2.3 times greater on state tests for reading, 2.5 times greater on state tests for writing, and 2.4 times greater on state tests for mathematics than the odds of a student scoring proficient or above at the non-RISC schools. The risk ratio effect sizes were 1.368 (N = 3,955; 95% CI, 1.298-1.442), 1.540 (N = 3,640; 95% CI, 1.439-1.649), and 1.551 (N = 3,954; 95% CI, 1.448-1.662). The risk ratio effect sizes suggest that students at RISC schools are 37% more likely to score proficient or above on state tests for reading, 54% more likely to score proficient or above on state tests for writing, and 55% more likely to score proficient or above on state tests for mathematics than students at non-RISC schools. (Contains 22 figures.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10