Value-Added Evidence of Student Achievement Gains in Schools Hosting Wichita Teacher Quality Partnership Pre-Service Teachers

Autor/inn/en	McDowell, Kimberly; Iorio, Sharon
Titel	Value-Added Evidence of Student Achievement Gains in Schools Hosting Wichita Teacher Quality Partnership Pre-Service Teachers
Quelle	In: School-University Partnerships, 8 (2015) 1, S.49-56 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-7125
Schlagwörter	Educational Practices; Achievement Gains; Partnerships in Education; Preservice Teachers; Evidence; Professional Development Schools; School Districts; College School Cooperation; Progress Monitoring; Student Records; Reading Achievement; Mathematics Achievement; Grade 3; Grade 4; Grade 5; Matched Groups; Correlation; Statistical Significance; Program Evaluation; Program Effectiveness; Academic Achievement; Kansas + Suchen Sie Ihr Suchwort? Bildungspraxis; Achievement gain; Leistungssteigerung; Hochschulpartnerschaft; Evidenz; School district; Schulbezirk; Schülerakte; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Korrelation; Programme evaluation; Programmevaluation; Schulleistung
Abstract	To understand the immediate impact of a university-school district partnership that places preservice teachers (both traditional undergraduates and graduate students in an initial licensure residency program) in a Professional Development School (PDS) model, this exploratory study reviewed data from yearly examinations required by the Kansas State Department of Education for the purpose of monitoring average yearly progress in reading and math. Scores of students (grades 3-5) in 16 PDS sites were compared to scores of students in 16 non-PDS sites in the same district, matched for similarity based on demographic criteria. Findings indicate statistically significant differences in gains in the percent of students performing at or above proficient on state reading assessments, with students attending PDS sites outperforming those who attend non-PDS sites. Findings related to math performance approached significance but did not reach statistically significant levels. These findings suggest that having pre-service teachers in a PDS site, utilizing a strong university-school partnership model, can positively impact student achievement. (As Provided).
Anmerkungen	National Association for Professional Development Schools. College of Education University of South Carolina, Wardlaw 252, Columbia, SC 29208. Tel: 803-777-1515; Fax: 803-777-3035; e-mail: napds@mailbox.sc.edu; Web site: http://www.napds.org/school_university_partnerships.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01