The Impact of the Baylor College of Medicine (BCM) 2011 and 2012 Summer Institute on Elementary and Middle-School Students' Science Performance. Evaluation Report. Volume 7, Number 2

Autor/in	Holmes, Venita
Institution	Houston Independent School District (HISD), Department of Research and Accountability
Titel	The Impact of the Baylor College of Medicine (BCM) 2011 and 2012 Summer Institute on Elementary and Middle-School Students' Science Performance. Evaluation Report. Volume 7, Number 2
Quelle	(2013), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Program Effectiveness; Science Achievement; Summer Programs; Elementary School Students; Grade 3; Grade 4; Grade 5; Middle School Students; Grade 1; Grade 2; Grade 6; Grade 7; Grade 8; Faculty Development; Predictor Variables; Student Characteristics; Texas (Houston); Stanford Achievement Tests; Texas Essential Knowledge and Skills + Suchen Sie Ihr Suchwort? Sommerkurs; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Prädiktor
Abstract	The purpose of this evaluation was to measure the impact of the Baylor College of Medicine (BCM) Summer Institute on science performance of students whose teachers participated during the summers of 2011 and 2012. Paired t-tests revealed statistically significant increases in a sample of elementary students' Stanford 10 science scores at 3rd through 5th grades in 2012 and at 5th grade in 2013. For the middle-school student sample, significant increases were found at 7th and 8th grades in 2012 and 2013. Linear mixed-effects modeling revealed elementary students' previous year Stanford 10 science scores and teachers' additional hours of professional development were the strongest predictors of students' post BCM teacher participation science performance in both years. Propensity score matching yielded increases in elementary and secondary students' (State of Texas Assessments of Academic Readiness) STAAR scores following teacher participation relative to comparison group students; however, the differences were not statistically significant at p < 0.05. The level of mentoring and peer support that teachers received during the school year was not measured in this evaluation and could have accounted for differences in science performance outcomes at elementary and secondary levels. (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