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Evaluating Selection Criteria for an Urban Magnet School
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| Presenter(s):
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| Jill Lohmeier,
University of Massachusetts, Lowell,
jill_lohmeier@uml.edu
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| Jennifer Raad,
University of Kansas,
jraad@ku.edu
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| Abstract:
Selection and outcome data from two years of students (Total N = 525) accepted to an Urban Magnet school were evaluated in this study. Regression analyses examined the predictive value of the following screening variables on graduation and Magnet school GPA: Suspension and attendance data, Standardized 7th grade Reading and Math concepts test scores, 6th and 7th grade GPA in core subjects, Matrix Analogies test scores, and demographic variables (Gender, Ethnicity and SES). Although the school district attempted to utilize several selection variables in order to admit students who were the most likely to succeed, most of the selection variables did not show predictive value. The results of the regression analyses will be discussed, as well as the implications for reporting conclusions like these, which may be at odds with the beliefs of school administrators.
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Evaluating Educational Reform: Lessons Learned From the Implementation of Middle School Magnet Programs
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| Presenter(s):
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| Suzanne Raber,
Montgomery County Public Schools,
suzanne_m_raber@mcpsmd.org
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| Abstract:
In 2005-2006, the Montgomery County Public Schools, a large urban-suburban district just outside of Washington DC, opened three unique whole-school magnets that provide students in Grades 6-8 countywide the opportunity to engage in highly rigorous instructional programs focusing on information technology, the performing and creative arts, or aerospace technologies. This Middle School Magnet Consortium incorporates many research-based educational reform concepts: choice, high-interest magnet themes, a rigorous accelerated core curriculum, and job-embedded professional development. This paper presents the challenges of evaluating such a comprehensive reform effort, given its overarching goals to improve student achievement and reduce socioeconomic isolation. In particular, the paper addresses the challenges of evaluating professional development, given it critical role in supporting teachers to deliver rigorous instruction to all students. While the paper focuses on methodological issues, some findings regarding the first two years of program implementation are included to illustrate how these evaluation challenges have been met.
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