MSP News: Dramatic School Improvement - An Exploratory Study
June 3, 2010
HIGHLIGHTS AT A GLANCE1. NEW MSP PAPERS: MSP Management Information System
A. "Compendium of MSP MIS Data for Comprehensive, Targeted, and Institute Projects: 2002-03 Through 2007-08 School Years," Molly Hershey-Arista, Holly Bozeman, Atsushi Miyaoka, Gary Silverstein, Joy Frechtling, Prepared by Westat for NSF, October 2009.
A. "Annual Data for K-12 Institute Participants: Cohort 1 Longitudinal Data for Year 1 and Year 2," Holly Bozeman, Gary Silverstein, Joy Frechtling, Prepared by Westat for NSF, October 2008.
2. NEW IN LIBRARY
A. "Achieving Dramatic School Improvement: An Exploratory Study," Daniel K. Aladjem, Beatrice F. Birman, et al., Prepared by Wested & AIR for the U.S. Department of Education, January 2010.
B. "Evaluation of the Comprehensive School Reform Program Implementation and Outcomes: The Fifth-Year Report," Prepared by WestEd for the U.S. Department of Education, January 2010.
C. "The Second Derivative: International Benchmarks in Mathematics For U.S. States and School Districts," Gary Phillips, American Institutes for Research, 2009.
D. "The Condition of Education 2010," U.S. Dept of Education, 2010.
DETAILS BELOW
1. NEW MSP PAPERS: MSP Management Information System
A. "Compendium of MSP MIS Data for Comprehensive, Targeted, and Institute Projects: 2002-03 Through 2007-08 School Years," Molly Hershey-Arista, Holly Bozeman, Atsushi Miyaoka, Gary Silverstein, Joy Frechtling, Prepared by Westat for NSF, October 2009.
The Math and Science Partnership Management Information System (MSP MIS) presents annual findings from the MSP MIS for Comprehensive, Targeted, and Institute MSP projects for 2002-03 through the 2007-08 school years
Key Findings include:
- What organizations were involved in the MSP program?
- What were the contributions of the individuals involved in the design and delivery of MSP activities?
- What MSP activities were targeted to IHE recipients?
- What MSP activities were targeted to K-12 recipients?
- What challenges did MSP projects face?
MSPnet Location: LIBRARY>>MSP Papers
http://hub.mspnet.org/index.cfm/20747
B. "Annual Data for K-12 Institute Participants: Cohort 1 Longitudinal Data for Year 1 and Year 2," Holly Bozeman, Gary Silverstein, Joy Frechtling, Prepared by Westat for NSF, October 2008.
"The MSP Institute Partnerships, also called Teacher Institutes for the 21st Century, make up the fourth component of the National Science Foundation (NSF) Math and Science Partnership (MSP) program. The purpose of this report is to summarize key longitudinal findings from the MSP MIS about the cohort (Cohort 1) of Group 1 participants relating to FYs 2005, 2006, and 2007. These data are derived from ongoing efforts to monitor K-12 Institute participants as they mature as teacher leaders and begin to use knowledge and skills gained from their participation."
MSPnet Location: LIBRARY>>MSP Papers
http://hub.mspnet.org/index.cfm/20745
2. NEW IN LIBRARY
A. "Achieving Dramatic School Improvement: An Exploratory Study," Daniel K. Aladjem, Beatrice F. Birman, et al., Prepared by WestEd & AIR for the U.S. Department of Education, January 2010.
"The schools highlighted in this report were selected for further examination from a nationwide pool of 1,946 initially low-performing elementary and middle schools that had received funding under the federal Comprehensive School Reform (CSR) program. In the course of a five-year longitudinal study of CSR implementation and student outcomes, these 11 schools stood out for their significant improvement in student achievement. Some of the schools were identified in the study as being "rapid improvement schools" because they had showed quick and dramatic improvement in student achievement; others improved at a slower pace.
This sub-study report, by researchers from WestEd and its CSR evaluation partner, American Institutes for Research, includes in-depth, retrospective case studies of the 11 schools. Drawing from those case studies, it identifies reform-related approaches and themes that were common across both types of school. But it also describes how these schools, both as types and as individual organizations, differed in the specifics of their improvement efforts."
MSPnet Location: LIBRARY>>Ed Change & Policy
http://hub.mspnet.org/index.cfm/20751
B. "Evaluation of the Comprehensive School Reform Program Implementation and Outcomes: The Fifth-Year Report," Prepared by WestEd for the U.S. Department of Education, January 2010.
"Begun as a demonstration project in 1998 and subsequently authorized as a full program under the No Child Left Behind Act of 2001, the U.S. Department of Education's Comprehensive School Reform (CSR) program directed grant funds, through states, to qualifying high-poverty, low-achieving schools. The aim was to help these schools increase the pace and effectiveness of their reform efforts. To qualify for a CSR grant, schools agreed to address 11 CSR components, or requirements. Chief among the requirements was that schools employ a scientifically proven school improvement model shown to have been effective in multiple settings.
While nearly 7,000 schools received CSR grants between 1998 and 2006, as documented in this final report of a five-year study of CSR program implementation and student outcomes, just a third of the grantees followed through in using a scientifically based reform model. In fact, as a group, CSR schools were no more likely than comparable non-CSR schools to have implemented the CSR components. Nor did CSR-funded schools demonstrate larger achievement growth than their comparison schools. The report includes recommendations for federal policy and for additional research."
MSPnet Location: LIBRARY>>Ed Change & Policy
http://hub.mspnet.org/index.cfm/20748
C. "The Second Derivative: International Benchmarks in Mathematics For U.S. States and School Districts," Gary Phillips, American Institutes for Research, 2009.
"This report was developed out of an attempt to find a scientifically rigorous way to compare the mathematics performance of U .S . states and school districts against challenging international benchmarks . In order to compare ourselves with the best in the world in mathematics, this report provides a crosswalk between the data provided by the 2007 Trends in International Mathematics and Science Study (TIMSS) and the 2007 National Assessment of Educational Progress (NAEP) . The report simplifies these comparisons by grading the countries, states, and school districts with a comparable grading system that is more familiar to policymakers, a grade of A, B, C, D, or BD (below a D) . The report assumes that the international benchmark, against which we should calibrate our expectations and monitor our success, is a grade of B . The grade of B was chosen because this report shows it is statistically equivalent to the Proficient level on NAEP that has been recommended by the National Assessment Governing Board (NAGB) and No Child Left Behind (NCLB) as the level of performance we should expect from our students."
MSPnet Location: LIBRARY>>Ed Change & Policy
http://hub.mspnet.org/index.cfm/20749
D. "The Condition of Education 2010," U.S. Dept of Education, 2010.
The Condition of Education 2010 summarizes important developments and trends in education using the latest available data. The report presents 49 indicators on the status and condition of education, in addition to a special section on high-poverty schools. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The 2009 print edition includes 49 indicators in five main areas: (1) participation in education; (2) learner outcomes; (3) student effort and educational progress; (4) the contexts of elementary and secondary education; and (5) the contexts of postsecondary education.
MSPnet Location: LIBRARY>>Ed Change & Policy
http://hub.mspnet.org/index.cfm/20743