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Clover Park School District

Academic Growth in Math High Poverty Students – WASL and MAP Feng-Yi Hung, Ph.D Director of Assessment and Program Evaluation Clover Park School District. Clover Park School District.

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Clover Park School District

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  1. Academic Growth in Math High Poverty Students – WASL and MAPFeng-Yi Hung, Ph.DDirector of Assessment and Program Evaluation Clover Park School District

  2. Clover Park School District Concentrated poverty, family instability, homeless situations, and military deployment are but a few hardships typical of growing up in Clover Park School District – Lakewood, WA. • 40% - Military Families • 50% - Minority Students • 60% - Free/Reduced Lunch

  3. Measures of Academic Progress (MAP) • Computerized adaptive tests by Northwest Evaluation Association (NWEA) • Educators use the growth and achievement data from MAP tests to develop targeted instructional strategies. • Growth - Additional Aspect of the Achievement Gap • 2006-2007 - the first year to implement MAP assessments (grades 6-8)

  4. Data Analysis • Three Criteria for this year’s 8th graders – • Eligible for Free and Reduced Price Lunch • Participated in 2006 WASL (6th grade) and 2007 WASL (7th grade) • Participated in MAP Fall and Spring assessments in the 2006-07 school year • N = 210

  5. 7th-Grade WASL and MAP Descriptive Statistics The NWEA 2005 Norms Study includes results from more than 2.3 million students in 794 school districts, representing 32 states.

  6. 7th-Grade WASL Math Univariate Analysis of Variance (ANOVA) Design: Ethnicity + Gender + Ethnicity*Gender Results: Significant Effect on Ethnicity, F=5.1, p < .05 Post Hoc Tests - Tukey HSD: Asian vs. Black; White vs. Black; White vs. Hispanic

  7. 7th- Grade MAP Math Univariate Analysis of Variance (ANOVA) Design: Ethnicity + Gender + Ethnicity*Gender Results: Significant Effect on Ethnicity, F=4.1, p < .05 Post Hoc Tests - Tukey HSD: White vs. Black & White vs. Hispanic

  8. 7th- Grade MAP Math Gains Fall to Spring Univariate Analysis of Variance (ANOVA) Design: Ethnicity + Gender + Ethnicity*Gender Results: No Significant Effect

  9. Discussion Math Growth of High Poverty Students • Improving student learning in math is a highly complex challenge, especially for students in poverty • Schools and gender are not significant factors in impacting FRL student performance and growth over time. • White and Hispanic FRL students made more gains in math than their peers

  10. Questions & Ideas STAY FOCUSED ON THE KIDS!

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