1. Regina Crawford
E. T. Booth Middle School
6th Grade (formerly 8th grade)

2.  Is
there a differential impact on writing scores
on standardized tests when the new CCGPS
English language arts standards are
implemented?

3.  Standards
changed
 Want as many students to write well to
increase rates of M and EXC on standardized
writing assessments
 Inform me of changes that I might need to
make

4.  GA
measures students in 8th grade on ability
to write an expository or persuasive essay in
January of each school year
 Students are scored in 4 domains: ideas,
organization, style, & conventions

5. 8th grade teacher @ E. T. Booth Middle in CCSD
 Administrator approval
 CCSD approval
 PC approval
 IRB approval
 Collected data (non-identifying information)
 Compared 2 similar populations of students in
2012 and 2013
 T-test to compare scores of 2 years
 Mean scores to compare overall scores and
gender scores


6.  Comparing
2012 and 2013
 T-test score p=0.229, which indicates no
significant difference between the 2 years
 Overall mean decreased by 3 points from
2012 (229) to 2013 (226)
 Decrease in females 2012 (232) to 2013 (230)
 Decrease in males 2012 (226) to 2013 (221)
 DNM 2012 (2%) 2013 (1.7%)
 M 2012 (86%) 2013 (92%)
 E 2012 (11%) 2013 (6%)

7.  1st
year of CCGPS implementation
 GA required a minimum number of
compositions. Teachers using more instant
grading programs
 Students are more frequently scored
holistically versus by domains. Less
formative assessments and quality feedback
 Quantity does not always equal quality.
 If a teacher has 120 students he/she is
grading 2,880 essays per year (does not
include research connections or routine
writings)