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Comparison of TAAS Results: New American Schools NAS to Non New American Schools

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No attempt to control for the degree or quality of program implementation of NAS ... RW. MR. EXL. CON. No NAS. Average Gain in Writing 1994 to 1999. 60. 40. 20 ... – PowerPoint PPT presentation

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Title: Comparison of TAAS Results: New American Schools NAS to Non New American Schools


1
Comparison of TAAS Results New American Schools
(NAS) to Non New American Schools
2
Limitations of Analysis
  • 64 of 75 schools in NAS designs were
    participants for 2 years or less
  • Schools were self selecting no randomization of
    schools to treatments
  • For the 1999-2000 school year, only Roots
    Wings remains a viable design
  • No attempt to control for the degree or quality
    of program implementation of NAS designs

3
NAS Background Data
4
Schools by Design
5
Schools by NAS Design
6
Expenditures by NAS Design
7
TAAS Analysis
  • Gains by grade level on TAAS 1998 to 1999
  • Percent Passing by Subject by grade level for
    1999
  • Statistical adjustment for prior achievement
  • Longitudinal TLAAS Analysis of NAS compared to
    Non-NAS Schools

8
TAAS Analysis
  • Controlled for effects of
  • Type of NAS Design
  • Years participating in NAS Design
  • Years of teaching experience
  • Percent of minority teachers
  • Analyzed Higher Order Thinking Skills portion of
    TAAS exam for 1999

9
Result of TAAS Analyses
10
Gain Scores from 1998 to 1999
11
Growth from 1997-1998 to 1998-1999 Elementary
12
Gain for 3rd Grade
13
Gain for 4th Grade
14
Gain for 5th Grade
15
Growth from 1997-1998 to 1998-1999 Secondary
16
Gain for 6th Grade
17
Gain for 7th Grade
18
Gain for 8th Grade
19
Comparison of 1999 TAAS Passing Rates by Grade
and Subject
20
1999 TAAS Pass Rates Elementary
21
Percent Passing 3rd Grade
22
Percent Passing 4th Grade
23
Percent Passing 5th Grade
24
1999 TAAS Pass Rates Secondary
25
Percent Passing 6th Grade
26
Percent Passing 7th Grade
27
Percent Passing 8th Grade
28
Analysis of the 1999 TAAS Performance for NAS vs.
Non NAS Schools
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29
Analysis of NAS vs. Non NAS Schools Excluding
Multilingual Magnet
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30
Longitudinal Comparison of TAAS Pass Rates
31
READING
1994 TO 1999 TAAS
SCORES
Non NAS to NAS
32
MATHEMAICS
1994 TO 1999 TAAS
SCORES
Non NAS to NAS
33
WRITING
1994 TO 1999 TAAS
SCORES
Non NAS to NAS
34
READING
1994 TO 1999 TAAS
SCORES
35
MATHEMAICS
1994 TO 1999 TAAS
SCORES
36
WRITING
1994 TO 1999 TAAS
SCORES
37
READING
38
MATHEMATICS
39
WRITING
40
Statistical Adjustment for Prior Achievement
41
TAAS Analysis
  • Dependent Variables 1999 TAAS pass Rates by
    Subject
  • Independent Variables
  • Type of NAS Design
  • Years participating in NAS Design
  • Years of teaching experience
  • Percent of minority teachers
  • Covariates 1997 and 1998 school pass rates

42
Analysis of the 1999 TAAS Performance for NAS vs.
Non NAS Schools
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43
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50
Higher Order thinking Skills
51
Analysis of Higher Order Thinking Skills No NAS
to NAS
52
Analysis of Higher Order Thinking Skills by NAS
Design
53
Findings
54
Findings
  • Comparing the gains in TAAS from 1998 to 1999
  • Non-NAS Schools out-performed NAS Schools in 50
    of the analyses
  • The only sizeable effects for NAS were seen at
    the Middle Schools where all but 2 schools are NAS

55
Findings
  • Comparing the percent passing TAAS in 1999
  • Non-NAS Schools out-performed NAS Schools in 100
    of the analyses
  • Adjusting scores for prior achievement
  • Non-NAS Schools out-performed NAS Schools in 79
    of the Analyses

56
Findings
  • Comparing pass rates on TAAS Over Time
  • Non-NAS Schools were slightly above gains of NAS
    Schools in both the percent passing and overall
    gains
  • Comparing pass rates on TAAS Over Time for
    Individual NAS designs
  • Non-NAS Schools out-performed all NAS Schools
    except Expeditionary Learning

57
Findings
  • Comparing pass rates on TAAS Over Time for
    individual NAS designs
  • The longer schools participated in the NAS design
    did not appear to make a difference in
    achievement -- no evidence of either higher pass
    rates or greater gains than other NAS schools

58
Findings
  • Statistical adjustment of TAAS scores for prior
    achievement
  • Adjustment minimized differences between Non-NAS
    and NAS design schools
  • No important differences between NAS and Non NAS
    school performance even though statistical
    adjustment improved NAS predicted scores
  • Higher Order Thinking Skills
  • No important differences between NAS and Non NAS
    school performance

59
Findings
  • Controlling for effects of
  • Type of NAS Design
  • Years participating in NAS Design
  • Years of teaching experience
  • Percent of minority teachers
  • No educationally important differences between
    NAS Schools and Non NAS Schools predicted scores

60
Conclusions
  • In General Terms
  • No evidence that New American Schools have had a
    measurable value added impact on TAAS scores in
    SAISD
  • No evidence that NAS designs are superior to
    local initiatives
  • Analysis should be replicated with 2000 TAAS
    scores
  • Before further investment in NAS or any other
    designs, cost benefit analysis of added staff
    positions should be examined

61
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