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Study of Alabama STEM Initiative Finds Positive Impacts

On February 21, 2012 the U.S. Department of Education released the final report of an experiment that Empirical Education has been working on for the last six years. The report, titled Evaluation of the Effectiveness of the Alabama Math, Science, and Technology Initiative (AMSTI) is now available on the Institute of Education Sciences website. The Alabama State Department of Education held a press conference to announce the findings, attended by Superintendent of Education Bice, staff of AMSTI, along with educators, students, and co-principal investigator of the study, Denis Newman, CEO of Empirical Education. The press release issued by the Alabama State Department of Education and a WebEx presentation provide more detail on the study’s findings.

AMSTI was developed by the state of Alabama and introduced in 2002 with the goal of improving mathematics and science achievement in the state’s K-12 schools. Empirical Education was primarily responsible for conducting the study—including the design, data collection, analysis, and reporting—under its subcontract with the Regional Education Lab, Southeast (the study was initiated through a research grant to Empirical). Researchers from Academy of Education Development, Abt Associates, and ANALYTICA made important contributions to design, analysis and data collection.

The findings show that after one year, students in the 41 AMSTI schools experienced an impact on mathematics achievement equivalent to 28 days of additional student progress over students receiving conventional mathematics instruction. The study found, after one year, no difference for science achievement. It also found that AMSTI had an impact on teachers’ active learning classroom practices in math and science that, according to the theory of action posited by AMSTI, should have an impact on achievement. Further exploratory analysis found effects for student achievement in both mathematics and science after two years. The study also explored reading achievement, where it found significant differences between the AMSTI and control groups after one year. Exploration of differential effect for student demographic categories found consistent results for gender, socio-economic status, and pretest achievement level for math and science. For reading, however, the breakdown by student ethnicity suggests a differential benefit.

Just about everybody at Empirical worked on this project at one point or another. Besides the three of us (Newman, Jaciw and Zacamy) who are listed among the authors, we want to acknowledge past and current employees whose efforts made the project possible: Jessica Cabalo, Ruthie Chang, Zach Chin, Huan Cung, Dan Ho, Akiko Lipton, Boya Ma, Robin Means, Gloria Miller, Bob Smith, Laurel Sterling, Qingfeng Zhao, Xiaohui Zheng, and Margit Zsolnay.

With solid cooperation of the state’s Department of Education and the AMSTI team, approximately 780 teachers and 30,000 upper-elementary and middle school students in 82 schools from five regions in Alabama participated in the study. The schools were randomized into one of two categories: 1) Those who received AMSTI starting the first year, or 2) Those who received “business as usual” the first year and began participation in AMSTI the second year. With only a one-year delay before the control group entered treatment, the two-year impact was estimated using statistical techniques developed by, and with the assistance of our colleagues at Abt Associates. Academy for Education Development assisted with data collection and analysis of training and program implementation.

Findings of the AMSTI study will also be presented at the Society for Research on Educational Effectiveness (SREE) Spring Conference taking place in Washington D.C. from March 8-10, 2012. Join Denis Newman, Andrew Jaciw, and Boya Ma on Friday March 9, 2012 from 3:00pm-4:30pm, when they will present findings of their study titled, “Locating Differential Effectiveness of a STEM Initiative through Exploration of Moderators.” A symposium on the study, including the major study collaborators, will be presented at the annual conference of the American Educational Research Association (AERA) on April 15, 2012 from 2:15pm-3:45pm at the Marriott Pinnacle ⁄ Pinnacle III in Vancouver, Canada. This session will be chaired by Ludy van Broekhuizen (director of REL-SE) and will include presentations by Steve Ricks (director of AMSTI); Jean Scott (SERVE Center at UNCG); Denis Newman, Andrew Jaciw, Boya Ma, and Jenna Zacamy (Empirical Education); Steve Bell (Abt Associates); and Laura Gould (formerly of AED). Sean Reardon (Stanford) will serve as the discussant. A synopsis of the study will also be included in the Common Guidelines for Education Research and Development.

2012-02-21

New Reports Show Positive Results for Elementary Reading Program

Two studies of the Treasures reading program from McGraw-Hill are now posted on our reports page. Treasures is a basal reading program for students in grades K–6. Although the first study was a multi-site study while the second was conducted in the Osceola school district, both found positive impacts on reading achievement in grades 3–5.

The primary data for the first study were scores supplied with district permission by Northwest Evaluation Association from their MAP reading test. The study uses a quasi-experimental comparison group design based on 35 Treasures and 48 comparison schools primarily in the midwest. The study found that Treasures had a positive impact on overall elementary student reading scores, the strongest effect being observed for grade 5.

The second study’s data were provided by the Osceola school district and consist of demographic information, FCAT test scores, and information on student transfers during the year (between schools within the districts and from other districts). The dataset for this time series design covered five consecutive school years from 2005–06 to 2009–10, including two years prior to introduction of the intervention and three years after the introduction. The study included exploration of moderators that demonstrated a stronger positive effect for students with disabilities and English learners than the rest of the student population. We also found a stronger positive impact on girls than on boys.

Check back for results from follow-up studies, which are currently underway in other states and districts.

2011-09-21

Quasi-experimental Design Used to Build Evidence for Adolescent Reading Intervention

A study of Jamestown Reading Navigator (JRN) from McGraw-Hill (now posted on our reports page), conducted in Miami-Dade County Public Schools, found positive results on the Florida state reading test (FCAT) for high school students in their intensive reading classes. JRN is an online application, with internal record keeping making it possible to identify the treatment group for a comparison design. While the full student, teacher and roster data for 9th and 10th grade intensive reading classes were provided by the district, JRN—as an online application—provided the identification of the student and teacher users through the computer logs. The quasi-experimental design was strengthened by using schools with both JRN and non-JRN students. Of the 70 schools that had JRN logs, 23 had JRN and non-JRN intensive reading classes and sufficient data for analysis.

2011-04-15

Report Released on Phase Two of The Efficacy of PCI’s Reading Program

The results are in for Phase Two of a five year longitudinal efficacy trial of PCI’s Reading Program for students with moderate to severe disabilities. This research builds upon an initial randomized control trial conducted last year that found that students in the PCI program had substantial success in learning sight words in comparison to students in the control group. Phase Two continues research in the Brevard and Miami–Dade County school districts with teachers of supported-level students in grades 3-8. Using both quasi-experimental and extra-experimental methods, findings again demonstrate that students who received PCI for two years achieved significantly higher scores on the sight word assessment than students who were not exposed to the program. However, student progress through the program was slower than initially expected by the developers. Empirical will continue to collect, integrate, and analyze outcomes for three more years.

The methodological designs for this study were presented at this year’s annual SREE conference in Washington, D.C. Results for this study will also be presented at the 2010 Annual AERA Meeting in Denver, CO. Meet the research team as they describe the study in further detail during the Division C poster session on May 3.

2010-04-14

Poway Completes Study from MeasureResults Pilot

The results are in for Poway Unified School District’s first research study using our MeasureResults online tool. PUSD was interested in measuring the impact of CompassLearning’s Odyssey Reading program in the middle grades. Using an “interrupted time series” design with a comparison group, they found that both 7th and 8th grade students averaged 1 to 2 points higher than expected on the NWEA MAP Literacy assessment. PUSD plans to continue their evaluation of CompassLearning Odyssey in different subject areas and grade levels. Join us in D.C. at this year’s CoSN conference on March 1, 2010 as Eric Lehew, Executive Director of Learning Support Services at PUSD, presents findings and reflections on the process of using MeasureResults to conduct research at the local district level.

Click here to download a copy of the PUSD achievement report.

2010-02-12

Five Presentations Accepted for AERA 2009

Empirical Education will be heading to sunny San Diego next April! Once again, Empirical will have a strong showing at the 2009 American Educational Research Association conference, which will be held in downtown San Diego on April 13-17, 2009. Our presentations will span several divisions, including Learning & Instruction, Measurement & Research Methodology, and Research, Evaluation, & Assessment in Schools. Research topics will include:

As a follow-up to our successful 2008 AERA New York reception at Henri Bendel’s Chocolate Room, Empirical Education plans to host another “meet and greet” at this year’s conference as well. Details about the reception will be announced on our website soon.

2008-12-01

Report Released on The Efficacy of PCI’s Reading Program — Level One

Empirical Education and PCI Education have released the results of a one-year randomized control trial on the efficacy of PCI’s Reading Program — Level 1 for students with moderate to severe disabilities. Conducted in the Brevard and Miami-Dade County school districts, the study found that, after one year, students in the PCI program had substantial success in learning sight words in comparison to students in the control group — equivalent to a 21 percentile point difference. Though researchers found that students’ grade level had no effect on achievement with the program, they found a small moderating effect of the phonological pre-assessment: students starting with greater phonological skills benefit more from PCI than students starting with lower scores. This report will be presented at the 2009 AERA conference in San Diego, CA. A four-year follow-on study is being conducted with a larger group of students in Florida.

2008-11-01

Major Study of Elementary Science Reveals Reading Improvement

Empirical Education released the report of a randomized control trial of Scott Foresman Science. The report concludes that the program shows promise as an enhancement of the school’s reading program. The study encompassed five school districts in five different states and included more than 80 third- through fifth-grade teachers divided randomly between those who were trained and provided with the science text and materials and those who continued with their existing science materials. The Scott Foresman Science materials were geared to reading, providing leveled readers corresponding to each chapter of the text. The study was sponsored by Pearson Education.

2007-08-03
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