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Comparison of TAAS Results: New American Schools NAS to Non New American Schools

2. Limitations of Analysis. 64 of 75 schools in NAS designs were participants for 2 years or less Schools were self selecting: no randomization of schools to treatments For the 1999-2000 school year, only Roots

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Comparison of TAAS Results: New American Schools NAS to Non New American Schools

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    1. 1 Comparison of TAAS Results: New American Schools (NAS) to Non New American Schools

    2. 2 Limitations of Analysis 64 of 75 schools in NAS designs were participants for 2 years or less Schools were self selecting: no randomization of schools to treatments For the 1999-2000 school year, only Roots & Wings remains a viable design No attempt to control for the degree or quality of program implementation of NAS designs

    3. 3 NAS Background Data

    4. 4 Schools by Design

    5. 5 Schools by NAS Design

    6. 6 Expenditures by NAS Design

    7. 7 TAAS Analysis Gains by grade level on TAAS: 1998 to 1999 Percent Passing by Subject by grade level for 1999 Statistical adjustment for prior achievement Longitudinal TLAAS Analysis of NAS compared to Non-NAS Schools

    8. 8 TAAS Analysis Controlled for effects of: Type of NAS Design Years participating in NAS Design Years of teaching experience Percent of minority teachers Analyzed Higher Order Thinking Skills portion of TAAS exam for 1999

    9. 9 Result of TAAS Analyses

    10. 10 Gain Scores from 1998 to 1999

    11. 11 Growth from 1997-1998 to 1998-1999: Elementary

    12. 12 Gain for 3rd Grade

    13. 13 Gain for 4th Grade

    14. 14 Gain for 5th Grade

    15. 15 Growth from 1997-1998 to 1998-1999: Secondary

    16. 16 Gain for 6th Grade

    17. 17 Gain for 7th Grade

    18. 18 Gain for 8th Grade

    19. 19 Comparison of 1999 TAAS Passing Rates by Grade and Subject

    20. 20 1999 TAAS Pass Rates: Elementary

    21. 21 Percent Passing 3rd Grade

    22. 22 Percent Passing 4th Grade

    23. 23 Percent Passing 5th Grade

    24. 24 1999 TAAS Pass Rates: Secondary

    25. 25 Percent Passing 6th Grade

    26. 26 Percent Passing 7th Grade

    27. 27 Percent Passing 8th Grade

    28. 28 Analysis of the 1999 TAAS Performance for NAS vs. Non NAS Schools

    29. 29 Analysis of NAS vs. Non NAS Schools Excluding Multilingual Magnet

    30. 30 Longitudinal Comparison of TAAS Pass Rates

    31. 31 READING

    32. 32 MATHEMAICS

    33. 33 WRITING

    34. 34 READING

    35. 35 MATHEMAICS

    36. 36 WRITING

    37. 37 READING

    38. 38 MATHEMATICS

    39. 39 WRITING

    40. 40 Statistical Adjustment for Prior Achievement

    41. 41 TAAS Analysis Dependent Variables: 1999 TAAS pass Rates by Subject Independent Variables: Type of NAS Design Years participating in NAS Design Years of teaching experience Percent of minority teachers Covariates: 1997 and 1998 school pass rates

    42. 42 Analysis of the 1999 TAAS Performance for NAS vs. Non NAS Schools

    50. 50 Higher Order thinking Skills

    51. Analysis of Higher Order Thinking Skills: No NAS to NAS

    52. Analysis of Higher Order Thinking Skills by NAS Design

    53. 53 Findings

    54. 54 Findings Comparing the gains in TAAS from 1998 to 1999: Non-NAS Schools out-performed NAS Schools in 50% of the analyses The only sizeable effects for NAS were seen at the Middle Schools where all but 2 schools are NAS

    55. 55 Findings Comparing the percent passing TAAS in 1999: Non-NAS Schools out-performed NAS Schools in 100% of the analyses Adjusting scores for prior achievement: Non-NAS Schools out-performed NAS Schools in 79% of the Analyses

    56. 56 Comparing pass rates on TAAS Over Time Non-NAS Schools were slightly above gains of NAS Schools in both the percent passing and overall gains Comparing pass rates on TAAS Over Time for Individual NAS designs Non-NAS Schools out-performed all NAS Schools except Expeditionary Learning Findings

    57. 57 Comparing pass rates on TAAS Over Time for individual NAS designs The longer schools participated in the NAS design did not appear to make a difference in achievement -- no evidence of either higher pass rates or greater gains than other NAS schools Findings

    58. 58 Findings Statistical adjustment of TAAS scores for prior achievement: Adjustment minimized differences between Non-NAS and NAS design schools No important differences between NAS and Non NAS school performance even though statistical adjustment improved NAS predicted scores Higher Order Thinking Skills No important differences between NAS and Non NAS school performance

    59. 59 Findings Controlling for effects of: Type of NAS Design Years participating in NAS Design Years of teaching experience Percent of minority teachers No educationally important differences between NAS Schools and Non NAS Schools predicted scores

    60. 60 Conclusions: In General Terms: No evidence that New American Schools have had a measurable value added impact on TAAS scores in SAISD No evidence that NAS designs are superior to local initiatives Analysis should be replicated with 2000 TAAS scores Before further investment in NAS or any other designs, cost benefit analysis of added staff positions should be examined

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