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This slide presentation follows an analysis that tracks scheduling decisions of two at-risk students in a real school district. By looking at performance and resource use at the student level we show paths taken by two similar students at different schools that result in two very different outcomes.

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- Two At-Risk Students: Using Data to Explore Why One Stays on Track and the Other Drops Out Type Date Here 30 June 2010 Type Presenter Name/Contact Here
- Let’s first look at the HS investments in two high-risk cohort students, with similar profiles Student A Student B • Gender • Male • Male • Ethnicity • African-American • African-American • Special Status? • No; not EC or ELL • No; not EC or ELL • MS in SY0607 (grade 8) • A different MS than Student B • A different MS than Student A • Achievement Level: • Level 1 (Below Basic) • Level 1 (Below Basic) Math 08 test* • Achievement Level: • Level 4 (Above Proficient) • Level 4 (Above Proficient) Reading 08 test* • Grade Level in SY0809 • 10th grade (no retention) • 10th grade (no retention) • 2 absences • 3 absences • Missed days in SY0809 • Zero suspensions • Zero suspensions *Students had raw scores within 3 points of each other on both Math 08 and Reading 08 tests; their performance was very equivalent Source: ERS analysis of District “A” data EDUCATION RESOURCE STRATEGIES, INC. 2
- By SY0809, both students were in 10th grade, but had taken very different math classes in HS thus far • I am a 10th grader at High School X • In 9th grade, I took Algebra 1A in semester 1 Student A and Algebra 1B in semester 2 • In 10th grade, I took Technical Math 1 (semester1) and Geometry (semester 2), both with other 10th and 11th graders • I am a 10th grader at High School Y • In 9th grade, I took Introductory Math both semesters • In 10th grade, I took no math in semester1 and Student B repeated Introductory Math in semester 2. I was the only 10th grader in that class Source: ERS analysis of District “A” data EDUCATION RESOURCE STRATEGIES, INC. 3
- In 9th grade, Student A had math classes that were significantly larger, but this switched in 10th grade Average math class size: 9th grade Average math class size: 10th grade (SY0708) (SY0809) 26 26 26 25 25 25 # of students # of students 24 24 23 23 22 22 22 21 21 21 20 20 Student A Student B Student A Student B Classes • Algebra 1A • Intro Math • Technical Math 1 • Intro Math taken • Algebra 1B • Intro Math • Geometry Avg % EC n/a n/a 14% 0% Source: ERS analysis of District “A” data EDUCATION RESOURCE STRATEGIES, INC. 4
- In 10th grade, Student B spent less time in core subjects compared to Student A; he spent less time on math and no time on science Percent of time by class: Percent of time by class: 9th Grade (SY0708) 10th Grade (SY0809) 100% Voc/Career 100% 13% 13% 13% 13% PE 13% 13% Computer Skills 13% 25% 13% 13% Social Studies Science 25% 13% 13% 50% Math 50% 25% 13% Core Core ELA 25% 25% 13% Although math 25% composed 25% 25% 25% of Student B’s 25% time, this was due 13% 0% to repeating of Intro Math 0% Student A Student B Student A Student B Source: ERS analysis of District “A” data EDUCATION RESOURCE STRATEGIES, INC. 5
- Both students had new math teachers (0-3 years of experience) at some point in grades 9-10 9th grade 10th grade • Had different math • Had the same math teachers for each semester teacher for both semesters: of Algebra, and both had a career teacher with 4 Student A less than 3 years years of experience and a experience teacher effect score* of 0.07 for Geometry • Had different math • Had a new, non-career teachers for both semesters teacher with 1 year of of Intro Math – one with 32+ experience (no teacher Student B years of experience (no effect score available) data available for the other) *A teacher effect score is represented in terms of standard deviations of student test scores. So, a score of 0.2 means that the teachers’ students scored on average 0.2 standard deviations higher than we would have predicted had they had an average teacher. (A value of zero is average.) Note: None of the teachers for either student were National Board certified Source: ERS analysis of District “A” data EDUCATION RESOURCE STRATEGIES, INC. 6
- By the end of 10th grade, these two students are in dramatically different places in math • I tested at Achievement Level 3 (Proficient) on my Geometry EOC exam! Student A • I am on-track in math for my grade level, and can continue on with classes like Algebra 2, Statistics, Pre-Calculus… • I haven’t taken an EOC math test in either grade 9 or 10, because I did Introductory Math in both years • I am really far behind in math for my grade level now, and I don’t know where to go Student B from here Source: ERS analysis of District “A” data EDUCATION RESOURCE STRATEGIES, INC. 7
- Summary: How were investments different in Student A vs. Student B? Student A Student B • On-track classes: Algebra 1, • Repeated Introductory Math • Math classes taken Geometry, Technical Math multiple times • 26 in 9th grade • 21 in 9th grade • Average math class size • 22 in 10th grade • 25 in 10th grade • 75% in 9th grade • 75% in 9th grade • % of time on core subjects • 75% in 10th grade • 63% in 10th grade • 25% in 9th grade • 25% in 9th grade • % of time on math • 25% in 10th grade • 13% in 10th grade • Had a mix of new and more • Had a mix of new and more • Teacher experience experienced teachers experienced teachers Source: ERS analysis of District “A” data EDUCATION RESOURCE STRATEGIES, INC. 8
- Where are they now, at the end of SY0910? Student A Student B • Still enrolled in CMS • Was retained; started the • Completed 10th grade in school year as a SY0809; now enrolled in repeating 10th grader at grade 11 at High School X High School Y • Dropped out of school in January 2010 Quick Reactions: What information shown is most relevant to these outcomes? What does it make you want to find out? Source: ERS analysis of District “A” data EDUCATION RESOURCE STRATEGIES, INC. 9