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Pub Date: |
2013-02-27 |
Pub Type(s): |
Numerical/Quantitative Data; Reports - Research |
Peer Reviewed: |
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Descriptors:
Middle Schools; Charter Schools; Middle School Students; Economically Disadvantaged; Low Income Groups; Outcomes of Education; Academic Achievement; Social Studies; Mathematics Achievement; Reading Achievement; Science Achievement; School Effectiveness; Student Characteristics; Institutional Characteristics; Scores; Thinking Skills; Student Behavior; Student Attitudes; Learner Engagement; Academic Aspiration; Well Being; Satisfaction; School Attitudes; Norm Referenced Tests; High Stakes Tests; Student Surveys; Parent Surveys
Abstract:
The Knowledge Is Power Program (KIPP) is a rapidly expanding network of public charter schools whose mission is to improve the education of low-income children. As of the 2012-2013 school year, 125 KIPP schools are in operation in 20 different states and the District of Columbia (DC). Ultimately, KIPP's goal is to prepare students to enroll and succeed in college. Prior research has suggested that KIPP schools have positive impacts on student achievement, but most of the studies have included only a few KIPP schools or have had methodological limitations. This is the second report of a national evaluation of KIPP middle schools being conducted by Mathematica Policy Research. The evaluation uses experimental and quasi-experimental methods to produce rigorous and comprehensive evidence on the effects of KIPP middle schools across the country. The study's first report, released in 2010, described strong positive achievement impacts in math and reading for the 22 KIPP middle schools for which data were available at the time. For this phase of the study, the authors nearly doubled the size of the sample, to 43 KIPP middle schools, including all KIPP middle schools that were open at the start of the study in 2010 for which they were able to acquire relevant data from local districts or states. The average impact of KIPP on student achievement is positive, statistically significant, and educationally substantial. KIPP impact estimates are consistently positive across the four academic subjects examined, in each of the first four years after enrollment in a KIPP school, and for all measurable student subgroups. A large majority of the individual KIPP schools in the study show positive impacts on student achievement as measured by scores on state-mandated assessments. KIPP produces similar positive impacts on the norm-referenced test, which includes items assessing higher-order thinking. Estimated impacts on measures of student attitudes and behavior are less frequently positive, but the authors found evidence that KIPP leads students to spend significantly more time on homework, and that KIPP increases levels of student and parent satisfaction with school. On the negative side, the findings suggest that enrollment in a KIPP school leads to an increase in the likelihood that students report engaging in undesirable behavior such as lying to or arguing with parents. These findings are described in this report. The following appendixes are included: (1) Sample selection and baseline characteristics; (2) Constructing survey outcomes; (3) Schools attended by lottery winners and lottery non-winners; (4) Analytic methods for the matched comparison group analysis; (5) Analytic methods for lottery-based analysis; and (6) Validation of matching methods using lottery-based impact estimates. (Contains 46 tables, 78 footnotes, and 16 figures.) [For "What Works Clearinghouse Quick Review: 'KIPP Middle Schools: Impacts on Achievement and Other Outcomes, Final Report,'" see ED540896.]
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Full Text (1316K)
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Author(s): |
N/A |
Source: |
What Works Clearinghouse |
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Pub Date: |
2013-03-00 |
Pub Type(s): |
Reports - Evaluative |
Peer Reviewed: |
Yes |
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Descriptors:
Middle Schools; Program Evaluation; Program Effectiveness; School Effectiveness; Middle School Students; Reading Achievement; Mathematics Achievement; Science Achievement; Social Studies; Effect Size; Quasiexperimental Design; Statistical Significance; Attendance; School Culture
Abstract:
This study examined whether attending a Knowledge is Power Program (KIPP) middle school improved students' reading, math, social studies, and science achievement for up to 4 years following enrollment. The study reported that students attending KIPP middle schools scored statistically significantly higher than matched students on all of the state assessments and follow-up periods examined, including reading and math 1-4 years following enrollment (effect sizes ranging from 0.05 to 0.36), and social studies and science 3-4 years following enrollment (effect sizes of 0.25 and 0.33, respectively). The portion of the study that used a quasi-experimental design meets What Works Clearinghouse (WWC) evidence standards with reservations. The study established that KIPP and non-KIPP students were similar on measured characteristics such as baseline test scores and demographics, and controlled for baseline characteristics of students in the analysis. [The following study is reviewed in this "Quick Review": Tuttle, C. C., Gill, B., Gleason, P., Knechtel, V., Nichols-Barrer, I., & Resch, A. (2013). "KIPP middle schools: Impacts on achievement and other outcomes, final report." Washington, DC: Mathematica Policy Research (ED540912).]
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Author(s): |
N/A |
Source: |
National Center for Education Statistics |
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Pub Date: |
2013-02-00 |
Pub Type(s): |
Numerical/Quantitative Data; Reports - Descriptive |
Peer Reviewed: |
Yes |
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Descriptors:
Outcomes of Education; Public Schools; Federal State Relationship; English Language Learners; Low Income; Disadvantaged; Grade 4; Grade 8; National Competency Tests; Governing Boards; Educational Assessment; Reading Achievement; Science Achievement; Mathematics Achievement; Achievement Gains; Comparative Analysis; Statistical Significance; Academic Achievement
Abstract:
California, Florida, Illinois, New York, and Texas enroll close to 40 percent of the nation's public school students. The importance of these "Mega-States" goes beyond the sheer size of their population. They now serve more than half of the nation's English language learners (ELL), as well as some of the largest concentrations of children from lower-income families. As policymakers and educators look at the nation's changing demographics and explore ways to close achievement gaps, the educational progress of children in these states is of interest far beyond their state borders. That's why the National Center for Education Statistics and the National Assessment Governing Board focused this special report on educational outcomes in the five largest states. This report provides a more in-depth look into the performance of specific student groups and performance by subject, including: (1) recent assessments; (2) comparisons to the nation and among the five states; (3) highlights of gains for student groups, including those that performed higher than their peers in the nation; and (4) student performance at or above the NAEP "Proficient level." The results presented by each subject area are for public school students only. The National Assessment of Educational Progress (NAEP) reports results using widely accepted statistical standards; findings are reported based on a statistical significance level set at 0.05 with appropriate adjustments for multiple comparisons. Readers should note that writing results were not included in this report because the 2011 writing framework begins a new trend line. In addition, the 2011 computer-based writing assessment was not administered at the state level. Technical Notes are included. (Contains 19 figures, 7 tables, and 2 footnotes.)
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Full Text (3890K)
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Author(s): |
N/A |
Source: |
What Works Clearinghouse |
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Pub Date: |
2013-01-00 |
Pub Type(s): |
Reports - Evaluative |
Peer Reviewed: |
Yes |
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Descriptors:
Middle School Students; Grade 6; Grade 7; Grade 8; Science Achievement; Evidence; Scientific Concepts; Outcome Measures; Program Evaluation; Instructional Effectiveness; Science Process Skills; Science Activities
Abstract:
"Great Explorations in Math and Science"[R] ("GEMS"[R]) "The Real Reasons for Seasons" is a curriculum unit for grades 6-8 that focuses on the connections between the Sun and the Earth to teach students the scientific concepts behind the seasons. The unit utilizes models, hands-on investigations, peer-to-peer discussions, reflection, and informational student readings to help students understand science content and develop scientific investigation skills. The What Works Clearinghouse (WWC) identified one study on the effects of "GEMS"[R] "The Real Reasons for Seasons" on the science achievement of middle school students. The WWC reviewed this study against group design evidence standards. The study (Pyke, Lynch, Kuipers, Szesze, & Watson, 2004) is a randomized controlled trial that meets WWC evidence standards without reservations. This study is summarized in this report. Appended are: (1) Research details for Pyke et al. (2004); (2) Outcome measures for each domain; (3) Findings included in the rating for the general science achievement domain; and (4) Description of supplemental findings for the general science achievement domain. A glossary of terms is included. (Contains 4 tables, 6 endnotes and 2 additional sources.)
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Full Text (811K)
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Pub Date: |
2013-04-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Science Achievement; Scoring Rubrics; Foreign Countries; Elementary School Students; Science Activities; Classification; Gender Differences; Prior Learning; Elementary School Science; Grade 4; Grade 5; Grade 6; Scores
Abstract:
Categorization is one of the main mental processes by which perception and conception develop. Nevertheless, categorization receives little attention with the development of critical thinking in Taiwan elementary schools. Thus, the present study investigates the effect that individual differences have on performing categorization tasks. Same-object and Different-object identification and categorizing activities were conducted with students asked to perceive various chemical properties by comparing touch before and after washing hands with laundry soap and cosmetic soap. 135 fourth and sixth-grade elementary students from a Taipei County elementary school participated in this experiment. For the purposes of this study, students completed worksheets describing their perception and categorization activities. We then used a scoring rubric to convert data on the learning sheets into quantitated data, which we plotted on a mapping tree. The results of this study indicated that firstly, overall perception performance by female students was significantly superior to that of the male students. Secondly, students who had achieved higher scores in prior science activities displayed better overall categorization performance than those students with low prior science scores did. Teachers could apply our method to cultivate elementary student cognitive processing in science by assigning practice categorization practice to students. (Contains 2 tables.)
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