The Effects of a Schoolwide Data-Based Decision Making Intervention on Elementary Schools' Student Achievement Growth for Mathematics and Spelling
The Effects of a Schoolwide Data-Based Decision Making Intervention on Elementary Schools' Student Achievement Growth for Mathematics and Spelling

Author: Trynke Keuning

Publisher:

Published: 2016

Total Pages: 16

ISBN-13:

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Around the world during the last decade, policymakers increasingly emphasize the use of data in education to enhance student achievement. As a result, the number of reform initiatives to promote "data-based decision making" (DBDM) or "data-driven decision making" (DDDM) has increased rapidly. At the University of Twente in the Netherlands, a DBDM intervention was developed in which whole school teams participate in the training. In 2011, a first group of 53 elementary schools participated in this DBDM intervention and showed promising results. In 2012, a new cohort of schools started the intervention. The study reported on in this abstract was aimed at evaluating the intervention effects of this new cohort of schools. Data for this study were gathered from 40 elementary (K-6) schools in the Netherlands which participated in the DBDM intervention from August 2012 until July 2014. Student achievement data covering the period August 2010 until July 2014 were retrieved from schools' student monitoring systems. A multiple single-subject design was used to investigate the effect of this DBDM intervention on student achievement growth, and to investigate patterns in DBDM effectiveness based on background variables at both the school and the student level. Each school was measured repeatedly over time, before the intervention period (the control phase) and during the intervention period (the treatment phase). Findings revealed that a significant intervention-effect was found for both spelling and mathematics. This study revealed that mathematic outcomes improved especially for low-SES schools. Tables and figures are appended. [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.].

International Perspectives in Educational Effectiveness Research
International Perspectives in Educational Effectiveness Research

Author: James Hall

Publisher: Springer Nature

Published: 2020-08-10

Total Pages: 439

ISBN-13: 303044810X

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This edited volume explores questions about ‘what works’, how, for whom, when, and why in education, and considers how and to what extent such knowledge can be understood and extended across countries and different educational systems. The book starts by presenting an overview of the history of educational effectiveness research and offers examples of current theories of educational effectiveness. Next, it provides exemplars of effectiveness studies that report on educational systems, policies, and practices from across six continents. These studies vary in their research methods and outcomes, illustrating a field of research that is conscious of its origins, its agenda, and its ambition to understand and improve the functioning of schools, networks, and education systems around the world. The book brings these threads together within the final chapter and uses them to signpost directions for future research. 'International Perspectives in Educational Effectiveness Research is an excellent and timely addition to the educational effectiveness literature. It offers a rigorous and insightful range of international perspectives that will be of interest to researchers, policy makers and students of the field.' - Professor Christopher Chapman, University of Glasgow, UK & President-Elect of the International Congress for School Effectiveness and Improvement 'This important new volume brings up to date the contributions of educational effectiveness research to the development of policy and practice in the field over the last 50 years. Drawing together the ideas of many of the major researchers in the field, it provides a comprehensive analysis of these earlier contributions, leading to critical commentaries that point to areas for future attention. The editors make use of expertise from a range of disciplines to strengthen the themes that are addressed. Most importantly, the book emphasises the need to pay greater attention to the challenge of equity - arguably the most significant challenge facing education systems internationally. In this respect, a particular strength of the book is the accounts provided from many different parts of the world. These underline the importance of context, a factor often previously overlooked in this field of research. Given all of this, I have no doubt that International Perspectives in Educational Effectiveness Research will become a major source for practitioners, policy-makers and researchers.' - Professor Mel Ainscow, Emeritus Professor of Education, University of Manchester & Professor of Education, University of Glasgow, UK

Data-based Decision Making in Education
Data-based Decision Making in Education

Author: Kim Schildkamp

Publisher: Springer Science & Business Media

Published: 2012-09-18

Total Pages: 221

ISBN-13: 9400748159

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In a context where schools are held more and more accountable for the education they provide, data-based decision making has become increasingly important. This book brings together scholars from several countries to examine data-based decision making. Data-based decision making in this book refers to making decisions based on a broad range of evidence, such as scores on students’ assessments, classroom observations etc. This book supports policy-makers, people working with schools, researchers and school leaders and teachers in the use of data, by bringing together the current research conducted on data use across multiple countries into a single volume. Some of these studies are ‘best practice’ studies, where effective data use has led to improvements in student learning. Others provide insight into challenges in both policy and practice environments. Each of them draws on research and literature in the field.

The Effects of School Wide Bonuses on Student Achievement
The Effects of School Wide Bonuses on Student Achievement

Author: Douglas Lee Lauen

Publisher:

Published: 2011

Total Pages: 15

ISBN-13:

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This study examines the incentive effects of North Carolina's practice of awarding performance bonuses on test score achievement on the state tests. Bonuses were awarded based solely on whether a school exceeds a threshold on a continuous performance metric. The study uses a sharp regression discontinuity design, an approach with strong internal validity around the cutoff of the treatment assignment score, to examine three questions: (1) Do bonuses induce incentive effects to increase math or reading test score gains?; (2) Do bonuses promote "educational triage" based on the achievement level of the student?; and (3) Do bonuses promote a narrowing of the curriculum at the expense of science? The study is set in North Carolina public schools elementary schools (statewide) in the spring of 2008. The study finds evidence consistent with the hypothesis that educators in North Carolina respond to incentives to increase test score gains in reading and math. Those students in schools that just missed the bonus threshold in 2007 have higher test score gains in 2008. This suggests that educators expend additional effort and may implement new practices in response to the failure to receive a bonus. The author finds suggestive, but not conclusive, evidence that math gains are primarily driven by low and average achieving students. Contrary to expectations, reading gains are disproportionately driven by students with the highest within-school achievement. This suggests that either schools targeted high achieving students with reading interventions, which is unlikely, or that schools used whole-school interventions that had positive effects on high achievers and no effects on low achievers. This finding deserves future research into its generalizability across different time periods and investigation of the mechanisms through which this differential effect was produced. The author finds no evidence of a narrowing of the curriculum at the expense of science. This is in contradiction to theory and prior research on a "narrowing of the curriculum" at the expense of low-stakes and non-tested subjects. The fact that the policy is focused on test score gains, rather than levels, however, raises questions about whether incentive effects on test score levels should be expected. That North Carolina's bonus policy had no effect on test score levels may be viewed as a shortcoming of the policy if absolute, rather than relative, levels of performance are also of interest. (Contains 9 figures and 1 table.).

Transforming Teaching and Learning Through Data-Driven Decision Making
Transforming Teaching and Learning Through Data-Driven Decision Making

Author: Ellen B. Mandinach

Publisher: Corwin Press

Published: 2012-04-10

Total Pages: 281

ISBN-13: 1412982049

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"Gathering data and using it to inform instruction is a requirement for many schools, yet educators are not necessarily formally trained in how to do it. This book helps bridge the gap between classroom practice and the principles of educational psychology. Teachers will find cutting-edge advances in research and theory on human learning and teaching in an easily understood and transferable format. The text's integrated model shows teachers, school leaders, and district administrators how to establish a data culture and transform quantitative and qualitative data into actionable knowledge based on: assessment; statistics; instructional and differentiated psychology; classroom management."--Publisher's description.

Professional Learning Conversations
Professional Learning Conversations

Author: Lorna M. Earl

Publisher: Springer Science & Business Media

Published: 2008-02-29

Total Pages: 139

ISBN-13: 1402069170

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This volume provides informed arguments, theory and practical examples based on research about what it looks like when educators, policy makers, and even students, try to rethink and change their practices by engaging in evidence-based conversations to challenge and inform their work. It allows the reader to experience these conversations. Each story reveals the depth of thinking that change requires, showing that change requires new learning and new learning is hard.

Using Data to Support Learning in Schools
Using Data to Support Learning in Schools

Author: Gabrielle Matters

Publisher: Australian Council for Educational Research

Published: 2006

Total Pages: 60

ISBN-13: 9780864316929

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Examines the issues raised by the ACER Research Conference 2005. Analyses conference papers, distils essence of conference 'conversations' and contextualises them in the light of Australian and international literature.