Fourth-Year Achievement Results on the Tennessee Value-Added Assessment System for Restructuring Schools in Memphis.
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| Title: | Fourth-Year Achievement Results on the Tennessee Value-Added Assessment System for Restructuring Schools in Memphis. |
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| Language: | English |
| Authors: | Ross, Steven M., Wang, L. Weiping, Alberg, Marty, Sanders, William L., Wright, S. Paul, Stringfield, Sam |
| Peer Reviewed: | N |
| Page Count: | 33 |
| Publication Date: | 2001 |
| Document Type: | Reports - Research Speeches/Meeting Papers |
| Descriptors: | Change Strategies, Comparative Analysis, Educational Change, Elementary Education, School Effectiveness, Summative Evaluation, Systems Approach |
| Abstract: | This paper analyzes data on elementary schools in Memphis, Tennessee, that had reorganized 4 years prior to the study. The Tennessee Value-Added Assessment System (TVAAS) was used to provide performance scores showing students' year-to-year gains, whereas data analyzed for this paper were derived from scores on the TerraNova, the state-mandated achievement test, for five subjects over a 5-year period for grades 4-5. The research questions in this report include the following: How do restructuring schools compare in student-achievement gains to nonrestructuring schools over a 4-year period? and do different restructuring designs differ in achievement outcomes across the time period studied? Results indicate that in years 2 and 4 of implementation, restructured schools significantly outperformed nonrestructured schools in mathematics. In language, mathematics, science, and social studies, the restructured schools demonstrated significantly greater gain from pre-reform to post-reform than did nonrestructuring schools. The results suggest that incremental positive gains occurred in association with reforms, though most of the schools still had a long way to go to achieve high levels of student learning. Early analysis indicates that success in improving achievement appeared less a result of uniform reforms than of different designs appearing to work at particular schools and with groups of schools in given years. (Contains 18 references) (RJM) |
| Entry Date: | 2003 |
| Accession Number: | ED471364 |
| Database: | ERIC |
| Abstract: | This paper analyzes data on elementary schools in Memphis, Tennessee, that had reorganized 4 years prior to the study. The Tennessee Value-Added Assessment System (TVAAS) was used to provide performance scores showing students' year-to-year gains, whereas data analyzed for this paper were derived from scores on the TerraNova, the state-mandated achievement test, for five subjects over a 5-year period for grades 4-5. The research questions in this report include the following: How do restructuring schools compare in student-achievement gains to nonrestructuring schools over a 4-year period? and do different restructuring designs differ in achievement outcomes across the time period studied? Results indicate that in years 2 and 4 of implementation, restructured schools significantly outperformed nonrestructured schools in mathematics. In language, mathematics, science, and social studies, the restructured schools demonstrated significantly greater gain from pre-reform to post-reform than did nonrestructuring schools. The results suggest that incremental positive gains occurred in association with reforms, though most of the schools still had a long way to go to achieve high levels of student learning. Early analysis indicates that success in improving achievement appeared less a result of uniform reforms than of different designs appearing to work at particular schools and with groups of schools in given years. (Contains 18 references) (RJM) |
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