Achieve3000 Evaluation, 2017-2018. Research Educational Program Report

Autor/in	Torres, D. Diego
Institution	Houston Independent School District (HISD), Department of Research and Accountability
Titel	Achieve3000 Evaluation, 2017-2018. Research Educational Program Report
Quelle	(2018), (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Reading Achievement; Reading Programs; Reading Instruction; Middle School Students; High School Students; Grade 6; Grade 7; Grade 8; Grade 9; Grade 10; Standardized Tests; Probability; School Districts; College Readiness; Career Readiness; Reading Ability; Correlation; Predictor Variables; Evaluation; African American Students; Hispanic American Students; White Students; Reading Comprehension; Literacy Education; Individualized Instruction; Texas (Houston) + Suchen Sie Ihr Suchwort? Leseleistung; Leseunterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Standadised tests; Standardisierter Test; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; School district; Schulbezirk; Reading competence; Lesekompetenz; Korrelation; Prädiktor; Evaluierung; African Americans; Afroamerikaner; Hispanic; Hispanic Americans; Hispanoamerikaner; Leseverstehen; Individualisierender Unterricht
Abstract	Achieve3000®, a web-based differentiated reading program based on the Lexile® Framework and designed to improve student reading ability and comprehension of increasingly complex texts, was made available to approximately 100,000 secondary students across 98 HISD schools during the 2017-2018 academic year. The present evaluation, using a select subsample of these data, examined the relationship between Achieve3000 usage throughout the year and students' end-of-year State of Texas Assessments of Academic Readiness (STAAR) Lexile level and students' college and career readiness. The research questions were (1) whether schools with mean completion of Achieve3000 activities completed at or above the district average had a higher mean end-of-year Lexile level than schools with mean completion of activities below the district average, and (2) whether, net of the effects of student demographic factors and between-school variance, greater usage of Achieve3000 associated with a higher probability of ending the year on track for being college and career ready as determined by the end-of-year Lexile level, and whether any difference varies by race/ethnicity. Regarding question 1, findings suggest that the mean end-of-year Lexile level was not higher in schools where the mean number of activities was at or above the district average, but was instead higher in schools where the mean number of activities was below the district average. Regarding question 2, findings point to a modest relationship between Achieve3000 usage and students' probability of being on track for college and career readiness. For an increasing number of activities completed, there is an associated rise in the predicted probability of being on track for career and college ready, holding constant other predictors. Black students have a lower odds of being on track for college and career readiness compared to their white, Hispanic, and Asian and other race peers. Implications of the findings are discussed and recommendations for future use are given to help maximize implementation of Achieve3000. [Title varies: "The Relationship between Achieve3000® Usage and HISD Students' College and Career Readiness in Grades 6-10."] (As Provided).
Anmerkungen	Houston Independent School District. Research & Accountability, 4400 West 18th Street 2 NW, Houston, TX 77092. Tel: 713-556-6700; Fax: 713-556-6730; e-mail: Research@houstonisd.org; Web site: http://www.houstonisd.org/research
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01