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Balanced Evaluation in Urban Secondary Magnet Schools
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| Presenter(s):
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| Tom Watkins, Saint Paul Public Schools, tom.watkins@spps.org
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| Lesa Covington Clarkson, Saint Paul Public Schools, lesa.covingtonclarkson@spps.org
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| Sheila Arens, Mid-continent Research for Education and Learning, sarens@mcrel.org
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| Geoffrey Borman, University of Wisconsin, gborman@education.wisc.edu
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| Abstract:
As urban schools face steeper increases in achievement targets and more drastic accountability consequences due to the federal No Child Left Behind law, program evaluators in education can help school staff identify and work toward reasonable yet challenging achievement expectations (Linn, 2005). In two Midwestern secondary schools, an evaluation of a federal Magnet grant that includes an experimental design and a quasi-experimental design has potential to provide a more accurate and useful achievement picture for stakeholders. Internal and external evaluators are collaborating to conduct these rigorous designs in a manner consistent enough to enable meaningful analysis, yet flexible enough to add value in the local context. This includes clarification of 'non-negotiables' while maintaining a commitment to meet data and assessment support requests from staff, customizing professional development, and enabling an 'open-ended' logic model. In one school, these measures may have provided some consistency and stability during the NCLB restructuring process.
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Evaluating a Model Program Designed to Establish a College-Bound Culture Within the Context of a High-Need Urban District
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| Presenter(s):
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| Jacqueline Stillisano, Texas A&M University, jstillisano@tamu.edu
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| Hersh Waxman, Texas A&M University, hwaxman@tamu.edu
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| Judy Hostrup, Texas A&M University, jhostrup@usa.net
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| Brooke Kandel-Cisco, Texas A&M University, brookekandel@yahoo.com
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| Abstract:
This study showcases the evaluation of the Gates GO Centers, a model program designed to assist students with college preparation activities and to create a college-going culture in eight high schools in a large urban district in Texas. A quasi-experimental, mixed-method design was developed that compares treatment high schools to comparison schools, matched by variables such as total enrollment, racial/ethnic distribution, percent economically disadvantaged, Texas Assessment of Knowledge and Skills (TAKS) scores, number of graduates, student-teacher ratio, student mobility rate, and percent of at-risk students. The evaluation team has developed and adapted multiple instruments--including surveys, interview protocols, and writing prompts--to collect data on key aspects of the evaluation. Preliminary findings based on school observations and interviews with Center Coordinators, school administrators, and teachers reveal a high degree of student use of the Centers and very positive attitudes regarding the importance of Gates GO Centers in encouraging college enrollment.
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On the Road to 21st Century Schools: Challenges and Lessons Learned in the Evaluations of Two Title II, Part D, Enhancing Education Through Technology (EETT) Programs
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| Presenter(s):
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| Kathryn Pfeiffer, Research Works Inc, kpfeiffer@researchworks.org
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| Josh De La Rosa, Research Works Inc, jdelarosa@researchworks.org
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| Abstract:
One of the latest trends in education is a push for the creation of '21st Century Schools' and the related emphasis on '21st Century Skills' that will presumably enhance student achievement and prepare students to enter and succeed in a competitive, global workforce. Many of the goals of these movements are reflected in some Title II, Part D, Enhancing Education Through Technology (EETT) programs. Drawing on experiences with the evaluations of two EETT programs operating in a large northeastern city, the authors discuss some of the challenges that such programs aimed at systemic school change pose and the implications of those challenges for the evaluation process. Additionally, the paper discusses methodological issues that evaluations of such programs face, including how to define and measure a '21st Century School' and '21st Century Skills,' as well as issues of program evaluability.
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Challenges of Evaluating Student Achievement and Teacher Preparation in a Large and Changing School System
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| Presenter(s):
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| Edith Stevens, ICF Macro, edith.s.stevens@macrointernational.com
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| Ilana Horwitz, ICF Macro, ilana.m.horwitz@macrointernational.com
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| Abstract:
Since 2007, Macro International has evaluated Math for America (MfA), an alternative certification program that recruits and trains secondary level mathematics teachers. As part of the evaluation, Macro conducted a quasi-experimental study to examine the comparative effectiveness of Math for America teachers and those with other forms of teacher preparation. Macro's analysis of data from over 6,500 students in New York City (NYC) indicated that students taught by MfA teachers had higher achievement on state assessments and more positive attitudes towards studying math than students taught by non-MfA teachers.
In addition to the usual difficulties involved in conducting research in urban school settings, Macro was forced to cope with significant changes to the NYC Department of Education's testing program and school structure that took place as the study was underway. In this session, we will discuss how we adapted data collection efforts and study design to accommodate these contextual changes.
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