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1. Does Technology Integration "Work" when Key Barriers Are Removed? (EJ810416)
Author(s):
Lowther, Deborah L.; Inan, Fethi A.; Strahl, J. Daniel; Ross, Steven M.
Source:
Educational Media International, v45 n3 p195-213 Sep 2008
Pub Date:
2008-09-00
Pub Type(s):
Journal Articles; Reports - Research
Peer-Reviewed:
Yes
Descriptors: School Culture; Federal Legislation; Focus Groups; Academic Achievement; Computer Uses in Education; Technology Integration; High Stakes Tests; Active Learning; Program Effectiveness; Problems; State Programs; Matched Groups; Quasiexperimental Design; Professional Development; Program Evaluation; Surveys; Program Implementation; Educational Technology; Data Analysis
Abstract: The effectiveness of Tennessee EdTech Launch (TnETL), a statewide technology program designed to meet the No Child Left Behind (NCLB) mandate, was investigated in this matched treatment-control quasi-experimental study. The goal of the program was to provide full-time, on-site technology coaches to prepare teachers to create lessons that engage students in critical thinking and use of computers as tools in order to increase learning. The study examined TnETL impact on student achievement, teachers' skills and attitudes toward technology integration; use of research-based practices; and students' skills in using technology as a tool. The study was implemented in two cohorts: "Launches" 1 and 2. This paper presents the findings of Launch 1, a three-year program that involved 26 schools, 12,420 students and 927 teachers. Program effectiveness was measured via direct classroom observations, surveys, student performance assessments, focus groups, and student achievement analysis. Survey results showed that program teachers had significantly higher confidence to integrate technology and in using technology for learning. Observation results revealed that program compared with control students more frequently used computers as tools, worked in centers, and engaged in research and project-based learning. Although the TnETL program demonstrated progress in changing school culture to benefit students through the use of technology, student gains on high-stakes tests were mixed. The implications of the results are discussed relative to implementation successes and barriers, sustainability prospects, and the observed impacts of technology integration on teaching and student learning. (Contains 6 tables.) [Abstract include in French, German and Spanish.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. The Construct Validity of Teachers' Perceptions of Change in Schools Implementing Comprehensive School Reform Models (EJ809443)
Nunnery, John A.; Ross, Steven M.; Bol, Linda
Journal of Educational Research & Policy Studies, v8 n1 p67-91 Spr 2008
2008-00-00
Journal Articles; Reports - Evaluative
Descriptors: School Restructuring; Observation; Construct Validity; Factor Structure; Factor Analysis; Educational Change; Teaching Methods; Teacher Attitudes; Questionnaires; Scores
Abstract: This study reports the results of a validation study of the Comprehensive School Restructuring Teacher Questionnaire (CSRTQ) and the School Observation Measure (SOM), which are intended for use in evaluating comprehensive school reform efforts. The CSRTQ, which putatively measures five factors related to school restructuring (internal focus, external support, school capacity, pedagogical change, and restructuring outcomes), was administered to 2,511 teachers in 83 schools that received Comprehensive School Reform grants. The SOM, a high-inference observation instrument that measures school-wide implementation of various instructional practices, was administered eight to ten times in each of the 83 schools. Confirmatory factor analysis supported the a priori factor structure of the CSRTQ. Hierarchical linear modeling analysis indicated that teacher perceptions of pedagogical change were significantly predictive of aggregate SOM observations of specific teaching practices, and that the SOM items reliably distinguish between schools on 26 teaching practices. Mean pedagogical change scores were negatively related to traditional, teacher-centered practices, and positively related to the student-centered practices advanced by most CSR restructuring designs. (Contains 1 table and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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3. Supplemental Educational Services as a Consequence of the NCLB Legislation: Evaluating Its Impact on Student Achievement in a Large Urban District (EJ789727)
Munoz, Marco A.; Potter, Allison P.; Ross, Steven M.
Journal of Education for Students Placed at Risk (JESPAR), v13 n1 p1-25 Jan 2008
2008-01-00
Descriptors: Urban Schools; Participant Satisfaction; Federal Legislation; Academic Achievement; Program Effectiveness; Tutoring; Services; School Districts; Reading Skills; Mathematics Skills; Control Groups; Questionnaires; Parent Attitudes; Teacher Attitudes; Administrator Attitudes; Educational Policy; Achievement Tests; Scores
Abstract: Supplemental Educational Services (SES), a federally mandated program, is designed to raise student achievement via the implementation of tutoring programs. Unfortunately, although the SES federal legislation has been adopted by school districts nationally, relatively limited empirical evidence from rigorous research studies exists regarding the effectiveness of SES in general, or of specific service providers in particular. Given the environment of high-stakes accountability associated with the No Child Left Behind (NCLB) legislation, the extent to which SES programs can demonstrate positive effects on reading and mathematics on the state assessment must be determined. This study evaluated the effects of SES programs on student achievement and participant satisfaction in an urban school district in Kentucky. Overall, findings showed nonsignificant effects in outcomes, as well as quality concerns in processes that are claimed as a core provision within the NCLB legislation. Results indicated that achievement results on the Kentucky Core Content Test in reading and mathematics were not significantly superior for the SES participants relative to matched control students. Questionnaire responses from parents, teacher, principals, and district coordinators indicated both areas for growth and areas of satisfaction with provider services. Implications for policy and future research are discussed. (Contains 9 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Implementation and Outcomes of Supplemental Educational Services: The Tennessee State-Wide Evaluation Study (EJ789721)
Ross, Steven M.; Potter, Allison; Paek, Jangmi; McKay, Dawn; Sanders, William; Ashton, James
Journal of Education for Students Placed at Risk (JESPAR), v13 n1 p26-58 Jan 2008
Descriptors: Models; Federal Legislation; Educational Objectives; Economically Disadvantaged; Disadvantaged Youth; Outcomes of Education; Academic Achievement; Educational Change; Academic Ability; Services; Tutoring; Statistical Analysis; Parent Attitudes; Program Evaluation; Program Effectiveness
Abstract: Supplemental Educational Services (SES), a component of the No Child Left Behind (NCLB) Act, provides free tutoring to economically disadvantaged children who are attending Title I schools in their 2nd or more years of school improvement. This research evaluated SES in Tennessee to determine the: (a) impacts on student achievement, and (b) perceptions of SES implementation and outcomes by teachers, district coordinators, principals/site coordinators, and parents. Using value-added methodology, statistical analyses of achievement data controlled for both student ability and teacher effects in 2 alternative models. Not surprisingly, parent reactions to SES were highly positive, whereas those by the 3 other stakeholder groups were more mixed. Achievement results from both analytical models yielded mostly small and nonsignificant provider effects. The implications of the findings for evaluating SES are discussed with regard to both research and policy issues. Recommendations are offered for broadening the evaluation of SES through smaller mixed-methods studies to examine implementation and educational outcomes in more highly controlled contexts. (Contains 10 tables and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Is Supplemental Educational Services Beneficial to Students? Evaluation Issues and Perspectives from Statewide Studies (EJ816589)
Ross, Steven M.; Paek, Jangmil; McKay, Dawn
ERS Spectrum, v26 n1 p23-32 Win 2008
Journal Articles; Reports - Descriptive
Descriptors: Research Design; Evaluators; Eligibility; Federal Legislation; Educational Objectives; Outcomes of Education; Evaluation Methods; Tutoring; After School Education; Academic Achievement; Control Groups; Educational Indicators; Federal Programs; Intervention; Reading Achievement; Mathematics Achievement; Multiple Regression Analysis
Abstract: A core component of the No Child Left Behind Act (NCLB, 2001) is the provision of free after-school tutoring services, labeled "supplemental educational services" (SES), to eligible students. Importantly, an explicit NCLB requirement makes each state responsible for evaluating individual SES providers with regard to effectiveness in raising achievement and satisfying clients (parents, teachers, school leaders). In this article, the authors discuss practices and challenges in evaluating SES based on their experiences and findings as SES evaluators in multiple states. Specific topics include: (a) theoretical and empirical considerations in evaluating after-school tutoring, (b) research design and analysis issues, (c) exemplary evaluation practices and findings. Results, in general, indicate mostly positive but very modest measurable effects on tutored students compared to demographically matched "control" students. The implications of such results are examined from the perspectives of (a) establishing meaningful expectations for the contribution that relatively limited hours of tutoring should make to student learning, and (b) improving and broadening evaluation methods to examine implementation and educational outcomes in more highly controlled contexts. (Contains 3 figures, 1 table and 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Charter Schools as a Vehicle for Education Reform: Implementation and Outcomes at Three Inner-City Sites (EJ780682)
McDonald, Aaron J.; Ross, Steven M.; Bol, Linda; McSparrin-Gallagher, Brenda
Journal of Education for Students Placed at Risk (JESPAR), v12 n3 p271-300 Oct 2007
2007-10-00
Descriptors: African American Students; Charter Schools; Poverty; Academic Achievement; Program Implementation; Educational Change; Urban Areas; Outcomes of Education; Teaching Methods; Educational Environment; Matched Groups; Teacher Attitudes; Parent Attitudes; State Standards; Achievement Tests; Evaluation Methods
Abstract: This study examined the impact of 3 2nd-year charter schools (1 elementary, 1 middle, and 1 high school) on student achievement, school climate, and pedagogy. All schools served predominantly African American students in an inner-city district. Using a matched treatment-control student analytical design, charter school enrollees were individually matched to highly comparable control students of the same ethnicity, poverty level, gender, and ability. Qualitative and descriptive analyses showed reasonable to good progress in program implementation, very strong school climate, positive teacher and parent perceptions, largely traditional but academically-focused teaching, and positive student achievement on state-mandated tests (p less than 0.05 on 12 out of 18 school x cohort x subtest comparisons). Interpretations of results stress the likely implications of teacher and family choice for effective implementation of the charter schools' academic and organizational programs. (Contains 4 tables and 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Comprehensive School Reform in Middle Schools: The Effects of Different Ways of Knowing on Student Achievement in a Large Urban District (EJ780928)
Munoz, Marco A.; Ross, Steven M.; McDonald, Aaron J.
Journal of Education for Students Placed at Risk (JESPAR), v12 n2 p167-183 Jun 2007
2007-06-00
Descriptors: Urban Schools; School Restructuring; Middle Schools; Achievement Gains; Academic Achievement; Attendance; Criterion Referenced Tests; Educational Change; Federal Programs; Program Effectiveness; Quasiexperimental Design; Norm Referenced Tests; Control Groups; Matched Groups
Abstract: Comprehensive school reform (CSR), a federally funded program, is designed to raise student achievement via the implementation of whole school reforms. Unfortunately, although close to 400 CSR models have been adopted by schools nationally, there is relatively limited empirical evidence from rigorous research studies regarding the effectiveness of CSR in general or of specific models in particular. Of additional importance is the extent to which CSR models can demonstrate positive effects over time. The purpose of this study is to evaluate the effects on student achievement and attendance, in an urban school district in Kentucky, of the Year 3 implementation of the Different Ways of Knowing (DWoK) for the Middle Grades model. Results indicated that achievement results on both the Comprehensive Test of Basic Skills and Kentucky Core Content Test were significantly superior for the DWoK schools relative to matched control schools; no positive impacts on student attendance occurred for Year 3. The implications of the study lies in revealing that learner-centered CSR models that integrate the arts with the core curriculum can produce observable achievement gains in both normed- and criterion-referenced tests. (Contains 1 footnote and 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. Achievement and Climate Outcomes for the Knowledge Is Power Program in an Inner-City Middle School (EJ780908)
Ross, Steven M.; McDonald, Aaron J.; Alberg, Marty; McSparrin-Gallagher, Brenda
Journal of Education for Students Placed at Risk (JESPAR), v12 n2 p137-165 Jun 2007
Descriptors: Urban Schools; Extended School Day; School Restructuring; Standardized Tests; Academic Achievement; Achievement Tests; Middle Schools; Program Effectiveness; Family School Relationship; Interviews; Surveys; Program Implementation; Outcomes of Education; Poverty; Control Groups
Abstract: This study was designed to examine the effects of a whole school reform, the Knowledge is Power Program (KIPP), specifically designed to raise academic achievement of at-risk urban middle school students by establishing an extended school day and year, a rigorous curriculum, after-school access to teachers, and increased family-school connections. In our mixed-methods design, qualitative (interview and observation) and quantitative (survey and achievement test) measures are employed to determine first-year program implementation and student outcomes for the KIPP:DIAMOND (Daring Individual Achievers Making Outstanding New Dreams) Academy (KIPP:DA), an inner-city school in a large, high-poverty urban district. For the achievement analyses, 49 KIPP:DA students were individually matched to highly comparable control students of the same ethnicity, socioeconomic status, gender, and ability, who attended different district schools in the same neighborhood. Statistically significant and educationally meaningful advantages for KIPP:DA students were found on 4 out of 6 standardized tests. The achievement results are interpreted in relation to the key program elements, the positive school climate established, and the quality of the 1st-year implementation. (Contains 6 tables and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Effects of Comprehensive School Reform on Student Achievement and School Change: A Longitudinal Multi-Site Study (EJ743105)
Sterbinsky, Allan; Ross, Steven M.; Redfield, Doris
School Effectiveness and School Improvement, v17 n3 p367-397 Sep 2006
2006-09-00
Descriptors: Educational Change; Academic Achievement; School Restructuring; Longitudinal Studies; Models; Elementary Schools; Geographic Location; Educational Environment; Teacher Attitudes; Teaching Methods; Reading Tests; Data Analysis
Abstract: The longitudinal impacts on school change and student achievement of implementing varied Comprehensive School Reform (CSR) models was investigated in 12 elementary schools in diverse geographic locations. Each school was individually matched and compared to a demographically similar control school on measures of school climate, teacher satisfaction, observed classroom teaching methods, and student achievement on a battery of 4 individually administered reading tests. Data were analyzed for all CSR-control school pairs combined and separately for pairs representing 4 different CSR models (Balanced Early Literacy Initiative, Core Knowledge, Direct Instruction, and Success for All). Although results varied across location (rural versus urban) and models on different measures, overall CSR advantages were evidenced for teacher attitudes, school climate, and student achievement. Observations of teaching strategies further revealed their general conformity to the CSR models' pedagogical emphases (e.g., direct instruction, ability grouping, higher order questioning). The implications of the findings are discussed relative to processes of enacting and sustaining educational change using whole-school reform approaches. (Contains 5 tables and 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. Third Year Evaluation of Tennessee Charter Schools, 2005-2006 (ED500025)
Ross, Steven M.; McDonald, Aaron J.; Bol, Linda
Center for Research in Educational Policy (CREP)
2006-11-00
Reports - Evaluative
N/A
Descriptors: Educational Strategies; Charter Schools; Parent Participation; Academic Achievement; Program Implementation; National Norms; Parent School Relationship; Educational Environment; School Culture; Teaching Methods; Comparative Analysis; Educational Quality; Teacher Attitudes; Faculty Development; Educational Resources; Parent Attitudes; Benchmarking
Abstract: The purpose of the present evaluation study was to examine the progress made in program implementation, school climate, and student achievement by Tennessee charter schools. Six evaluation questions guided the methodology for this study. Student achievement results are addressed in a separate report. The following evaluation questions are addressed in this report: (1) What is the frequency of usage of various traditional and alternative instructional strategies in the charter schools and compared to national norms? (2) What is the school climate at the charter schools and how does the climate compare to national norms? (3) To what degree and levels of quality are the goals and strategies of the charter school being implemented? (4) What are teacher reactions to and experiences in the charter school and the adequacy and quality of professional development and resources? and (5) What are parent/caregiver reactions to and experiences with the charter school? The study found that across schools and cohorts, teacher-centered instruction remained the dominant orientation. The rates of teacher-centered instruction were comparable to national norms in many cases, but continue to reflect limited success by the schools to implement the more innovative pedagogy described in benchmarks and instructional plans. Overall, school climate remains a definite strength of charter schools. The most advanced levels of implementation were observed among first cohort schools in their third year of operation. Across schools, the strongest levels of implementation tended to be for benchmarks targeting support and organization; lower levels of implementation were more apparent in the areas of curriculum, instruction, and evaluation. Teachers' reactions to and experiences in the charter schools tended to be very positive: responses related to support of the educational program, understanding of the mission, and the likelihood for student success were particularly favorable; most charter schools were also rated as strong in the area of professional development; teacher perceptions of the availability and adequacy of resources were more varied with most schools rated as moderate. All 12 charter schools were rated as strong with respect to parental satisfaction, findings were similar to those obtained in previous years. Based on the overall findings, the following recommendations apply to the charter schools as a group: (1) Charter schools might adopt a wider array of instructional orientations or strategies shown to promote student achievement; (2) Benchmark documents need to be modified to better align with objective indicators and available data: (3) Continued efforts to develop and maintain supportive, collaborative relationship with the school district and external partners; (4) Continued efforts to increase active parent involvement or participation; and (5) Prioritization, coordination, and securing of more resources. School Observation Measure Summary is appended. (Contains 10 tables.) [For Second Year Evaluation, see ED491146.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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