Efficacy of the Alabama Math, Science, Technology Initiative (AMSTI) on Math, Science, and Reading Achievement: A Report of a Quasi-Experiment in Alabama. Research Report

Autor/inn/en	Lazarev, Val; Schellinger, Adam; Zacamy, Jenna; Newman, Denis
Institution	Empirical Education Inc.
Titel	Efficacy of the Alabama Math, Science, Technology Initiative (AMSTI) on Math, Science, and Reading Achievement: A Report of a Quasi-Experiment in Alabama. Research Report
Quelle	(2019), (28 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Program Evaluation; Mathematics Teachers; Science Teachers; Mathematics Achievement; Science Achievement; Reading Achievement; Reading Teachers; Outcome Measures; Achievement Tests; Elementary Schools; Middle Schools; Student Characteristics; Program Effectiveness; Teacher Characteristics; White Students; African American Students; Lunch Programs; Racial Differences; Gender Differences; Scores; Alabama; ACT Assessment + Suchen Sie Ihr Suchwort? Programme evaluation; Programmevaluation; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lesenlernen; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Mittagessen; Rassenunterschied; Geschlechterkonflikt; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	Empirical Education Inc. conducted a quasi-experiment investigating the impact of the Alabama Math, Science, Technology Initiative (AMSTI) training. The study compared classes of fully-trained AMSTI teachers to classes taught by teachers with no AMSTI training within the same schools. The outcome measure was the ACT Aspire in math, science, and reading from spring 2017. In the current study, we compared student achievement for classes of fully-trained AMSTI teachers to classes of teachers with no AMSTI training within the same school. The study used data from the state student information system, aggregated at the class level, including 2016-17 demographic data and spring 2017 ACT Aspire outcomes, as well as training records from the AMSTI database. This report describes the research questions addressed, the research methodology used, the data that was collected from the state, the results of the study, and potential areas for improvement and follow-on research. (ERIC).
Anmerkungen	Empirical Education Inc. 425 Sherman Avenue Suite 210, Palo Alto, CA 94306. Tel: 650-328-1734; Fax: 650-328-1794; e-mail: contact@empiricaleducation.com; Web site: http://www.empiricaleducation.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01