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ERIC Number: ED421472
Record Type: Non-Journal
Publication Date: 1998-Jul-1
Pages: 34
Abstractor: N/A
Reference Count: N/A
Vertical Alignment and Collaboration.
Bergman, Donna; Calzada, Lucio; LaPointe, Nancy; Lee, Audra; Sullivan, Lynn
This study investigated whether vertical (grade level sequence) alignment of the curriculum in conjunction with teacher collaboration would enhance student performance on the Texas Assessment of Academic Skills (TAAS) test in south Texas school districts of various sizes. Surveys were mailed to the office of the superintendent of 47 school districts with varying student populations. Respondents rated statements about the degree of vertical alignment and collaboration in their district. The study used the Exit-Level TAAS as the standardized test to determine the level of student achievement. A total of 27 out of the 47 school districts returned the survey, and 23 were usable. Researchers determined growth on the TAAS by calculating the difference between the 1997 grade 10 percent passing all tests and the 1994 grade 10 percent passing all tests. Test scores came from the Academic Excellence Indicator system report. Data analysis indicated that there was no significant correlation between the degree of vertical alignment/collaboration and growth on the TAAS test from 1994-1997 as there was growth in student achievement on the grade 10 TAAs for all districts from 1994-1997 regardless of degree of vertical alignment/collaboration. There was also no significant correlation between the degree of vertical alignment/collaboration and percent of students passing all tests on the grade 10 TAAS. (Contains 23 references.) (SM)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas