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Initial Trends in MSP-Related Changes in Student Achievement with MIS Data

Abstract

This study in the evaluation design of the MSP-PE investigates changes in student mathematics and science achievement across three school years, 2002- 03, 2003-04, and 2004-05, for partnership-related schools using MIS data with the Annual K-12 District Survey. First, changes in percent 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 partnership schools continued to show improvement in student math and science proficiency over the three-year time 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 time 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 partnership-related activities over the entire time period of three years and the student math and science proficiency at the "end" year of this time 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.

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