Assessing and Validating Effects of a Data-Based Decision-Making Intervention on Student Growth for Mathematics and Spelling

Autor/inn/en	Keuning, Trynke; van Geel, Marieke; Visscher, Adrie; Fox, Jean-Paul
Titel	Assessing and Validating Effects of a Data-Based Decision-Making Intervention on Student Growth for Mathematics and Spelling
Quelle	In: Journal of Educational Measurement, 56 (2019) 4, S.757-792 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0655
DOI	10.1111/jedm.12236
Schlagwörter	Data; Decision Making; Elementary School Students; Mathematics Instruction; Spelling; Academic Achievement; Intervention; Program Implementation; Program Effectiveness; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; Grade 6; Low Income Students; Data Use + Suchen Sie Ihr Suchwort? Daten; Decision-making; Entscheidungsfindung; Mathematics lessons; Mathematikunterricht; Schreibweise; Schulleistung; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06
Abstract	Data-based decision making (DBDM) is presumed to improve student performance in elementary schools in all subjects. The majority of studies in which DBDM effects have been evaluated have focused on mathematics. A hierarchical multiple single-subject design was used to measure effects of a 2-year training, in which entire school teams learned how to implement and sustain DBDM, in 39 elementary schools. In a multilevel modeling approach, student achievement in mathematics and spelling was analyzed to broaden our understanding of the effects of DBDM interventions. Student achievement data covering the period from August 2010 to July 2014 were retrieved from schools' student monitoring systems. Student performance on standardized tests was scored on a vertical ability scale per subject for Grades 1 to 6. To investigate intervention effects, linear mixed effect analysis was conducted. Findings revealed a positive intervention effect for both mathematics and spelling. Furthermore, low-SES students and low-SES schools benefitted most from the intervention for mathematics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01