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ERIC Number: EJ1064677
Record Type: Journal
Publication Date: 2015
Pages: 8
Abstractor: As Provided
Reference Count: 27
ISBN: N/A
ISSN: ISSN-1935-7125
Value-Added Evidence of Student Achievement Gains in Schools Hosting Wichita Teacher Quality Partnership Pre-Service Teachers
McDowell, Kimberly; Iorio, Sharon
School-University Partnerships, v8 n1 p49-56 Spr 2015
To understand the immediate impact of a university-school district partnership that places preservice teachers (both traditional undergraduates and graduate students in an initial licensure residency program) in a Professional Development School (PDS) model, this exploratory study reviewed data from yearly examinations required by the Kansas State Department of Education for the purpose of monitoring average yearly progress in reading and math. Scores of students (grades 3-5) in 16 PDS sites were compared to scores of students in 16 non-PDS sites in the same district, matched for similarity based on demographic criteria. Findings indicate statistically significant differences in gains in the percent of students performing at or above proficient on state reading assessments, with students attending PDS sites outperforming those who attend non-PDS sites. Findings related to math performance approached significance but did not reach statistically significant levels. These findings suggest that having pre-service teachers in a PDS site, utilizing a strong university-school partnership model, can positively impact student achievement.
National Association for Professional Development Schools. College of Education University of South Carolina, Wardlaw 252, Columbia, SC 29208. Tel: 803-777-1515; Fax: 803-777-3035; e-mail: napds@mailbox.sc.edu; Web site: http://www.napds.org/school_university_partnerships.html
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Grade 3; Primary Education; Elementary Education; Early Childhood Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Kansas