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I've been looking at two different sets of data in...

Issue Addressed:

I've been looking at two different sets of data in our district. I have implementation data from ratings using the Horizon Class Obs Protocol for 50 classrooms of students in one data set. In the other, I have LSC staff ratings of implementation level using procedures similoar to the ones used in Briars & Resnick's recent paper shared at the 2001 Lessons Learned Conference in NC. To communicate the results to the general public, I have simplified implementation to three categories: weak (or none), moderate, and strong implementation. The student outcomes I'm looking at come from our state assessment the Texas Assessment of Academic Skills, which is criterion-referenced, broken down by content areas, operations, & problem-solving skills as well as student overall passing rates. This assessment is not completely aligned with standards-based c & i. I have analyzed the data by our state accountability categories, which include race/ethnicity & economic status (i.e., free & reduced-price lunch status). My results are consistently optimistic for African American students. Even moderate implementation is associated with high passing rates (80% or more of the students) regardless of whether students are economically advantaged or disadvantaged. Strong implementation is associated with the highest passing rates for African American students. I have literature supporting these findings. For Anglo and Asian students, there appears to be a ceiling effect (i.e., the test could be more challenging), and our subsamples of economically disadvantaged Anglo & Asian students are small. The puzzling results are for Hispanic students. In one sample, Hispanic, Economically Disadvantaged students had higher passing rates for "weak" and strong implementation than for moderate implementation. (I am planning to explore this data to find out if the ratings of one or two teachers' lessons are influencing the results given the small number of students in the moderate group.) In the other sample, I found no statistically significant differences in student outcomes between the implementation levels, and the patterns that emerged were contrary to the patterns of other subgroups and all students put together. Can someone give me some direction in the literature that might help us understand better what's going on with Hispanic students, implementation of s-b mathematics, and student test data? I would appreciate direction in considering which variables and processes to explore more in-depth to make better sense of the results.


Michelle L Batchelder, 12/31/2001


Student Outcomes



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