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ERIC Number: EJ815592
Record Type: Journal
Publication Date: 2008-Oct
Pages: 17
Abstractor: As Provided
Reference Count: 8
ISSN: ISSN-0161-956X
Initial Trends in MSP-Related Changes in Student Achievement with MIS Data
Dimitrov, Dimiter M.
Peabody Journal of Education, v83 n4 p637-653 Oct 2008
This substudy in the evaluation design of the Math and Science Partnership (MSP) Program Evaluation investigates changes in student mathematics and science achievement across three school years, 2002-03, 2003-04, and 2004-05, for MSP-related schools using Management Information System data with the Annual K-12 District Survey. First, changes in percentages of students (at or above) proficient on state assessments in math and science were investigated by gender, ethnicity, special education, and students with limited English proficiency using schools for which data were available for all three years. The results indicated that MSP schools continued to show improvement in student math and science proficiency over the three-year period. Second, schools were examined by frequency and effect size of increase, decrease, or no change in student math and science proficiency from the "start" (2002-03) to the "end" (2004-05) of the period for this study. The schools with positive changes were in much higher numbers and higher mean effect size of change compared to schools with negative (or no) changes in student math and science proficiency. Third, the relationship between the schools' targeted teacher participation in MSP-related activities over the entire period of three years and the student math and science proficiency at the "end" year of this period (2004-05) was also investigated. It was found that this relationship was positive and significant for the elementary and high schools, but there was no evidence for its significance at the middle school level. (Contains 5 tables and 2 figures.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A