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Measuring Large-Scale Program Impact on K-12 Mathematics and Science Learning  Norman L. Webb

Measuring Large-Scale Program Impact on K-12 Mathematics and Science Learning  Norman L. Webb Robert H. Meyer Paula A. White Adding Value to the Mathematics and Science Partnership Evaluations Wisconsin Center for Education Research University of Wisconsin

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Measuring Large-Scale Program Impact on K-12 Mathematics and Science Learning  Norman L. Webb

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  1. Measuring Large-Scale Program Impact on K-12 Mathematics and Science Learning  Norman L. Webb Robert H. Meyer Paula A. White Adding Value to the Mathematics and Science Partnership Evaluations Wisconsin Center for Education Research University of Wisconsin A Seminar at the University of California-Irvine October 3, 2003

  2. National Longitudinal Study of Mathematical Abilities (NLSMA) 1962-1967  N=100,000 Students  Grade Levels 4 5 6 7 8 9 10 11 12 X Pop X X X X X Y Pop X X X X X Z Pop X X X

  3. General Components of an Education System Management Policy Program Student Outcomes

  4. System Attributes • Enabling • Target • Explanatory

  5. Attributes Enabling Capacity Sustainability Target Alignment Saturation Quality Equity Linkages Explanatory Trade-offs Incentives

  6. Coordinated Linked Capacities Lead to System Fitness for Change

  7. Components and Elements of Systemic Reform

  8. Components and Elements of Systemic Reform (Continued)

  9. Operationalizing Elements of Systemic Reform (Continued) Professional Development

  10. Pre - SSI SSI Figure 10. Breadth and depth assessment for selected SSI components: Arkansas.

  11. Pre - SSI SSI Figure 11. Breadth and depth assessment for selected SSI components:Connecticut.

  12. Pre - SSI SSI Figure 12. Breadth and depth assessment for selected SSI components: Louisiana.

  13. Focus of State SSI and Statewide Achievement Gains from 1992 to 2000

  14. Basic Evaluation Model for Judging the Impact of a MSP ΔAchievement = f (MSP) + ε

  15. SCALE Evaluation Indicator System Input Capacity Action Student Outcomes Student Achievement Context Opportunity To Learn District School Teacher Student Disposition To Learn Student Participation Project SCALE University

  16. Number of Hispanic Students Tested by Cohort and Year

  17. Number of White Students Tested by Cohort and Year

  18. Effectiveness of the Urban Systemic Initiative by Grade and Year for the Rasch Scale and EV1 Model

  19. From 1994 to 2000 the Gap in Annual Mathematics Growth as Measured by TAAS Varied by Grade and Year Between White and Black Students Rasch Scale (EV1 Estimates)

  20. From 1994 to 2000 the Gap in Annual Mathematics Growth as Measured by TAAS Varied by Grade and Year Between White and Hispanic Students Rasch Scale (EV1 Estimates)

  21. From 1994 to 2000 the Gap in Annual Mathematics Growth as Measured by TAAS Varied by Grade and Year Between Advantaged and Disadvantaged Students (EV1 Estimates)

  22. Evaluation Design • Indicator System  • Experimental Design  • Quasi-experimental Design  • Qualitative Analysis  • Focus Study

  23. Experimental Design • Control Group  • Random Assignment  • Post Measure  • Sufficient N for Power Requirements

  24. Quasi-Experimental Design • Comparison Group • Pre-Post Measures • Replications

  25. Independent Variables • Teacher Knowledge • Teacher Practice • Curriculum • Student Activities • Support • Resources • Professional Development

  26. SCALE Evaluation Indicator System Input Capacity Action Student Outcomes Student Achievement Context Opportunity To Learn District School Teacher Student Disposition To Learn Student Participation Project SCALE University

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