View in EDS

Fourth-Year Achievement Results on the Tennessee Value-Added Assessment System for Restructuring Schools in Memphis.

Saved in:
Bibliographic Details
Title: Fourth-Year Achievement Results on the Tennessee Value-Added Assessment System for Restructuring Schools in Memphis.
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
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED471364
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: ED471364
AccessLevel: 3
PubType: Report
PubTypeId: report
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Fourth-Year Achievement Results on the Tennessee Value-Added Assessment System for Restructuring Schools in Memphis.
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Ross%2C+Steven+M%2E%22">Ross, Steven M.</searchLink><br /><searchLink fieldCode="AR" term="%22Wang%2C+L%2E+Weiping%22">Wang, L. Weiping</searchLink><br /><searchLink fieldCode="AR" term="%22Alberg%2C+Marty%22">Alberg, Marty</searchLink><br /><searchLink fieldCode="AR" term="%22Sanders%2C+William+L%2E%22">Sanders, William L.</searchLink><br /><searchLink fieldCode="AR" term="%22Wright%2C+S%2E+Paul%22">Wright, S. Paul</searchLink><br /><searchLink fieldCode="AR" term="%22Stringfield%2C+Sam%22">Stringfield, Sam</searchLink>
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 33
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2001
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Reports - Research<br />Speeches/Meeting Papers
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Change+Strategies%22">Change Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="DE" term="%22School+Effectiveness%22">School Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Summative+Evaluation%22">Summative Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Systems+Approach%22">Systems Approach</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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)
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2003
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED471364
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED471364
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 33
    Subjects:
      – SubjectFull: Change Strategies
        Type: general
      – SubjectFull: Comparative Analysis
        Type: general
      – SubjectFull: Educational Change
        Type: general
      – SubjectFull: Elementary Education
        Type: general
      – SubjectFull: School Effectiveness
        Type: general
      – SubjectFull: Summative Evaluation
        Type: general
      – SubjectFull: Systems Approach
        Type: general
    Titles:
      – TitleFull: Fourth-Year Achievement Results on the Tennessee Value-Added Assessment System for Restructuring Schools in Memphis.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Ross, Steven M.
      – PersonEntity:
          Name:
            NameFull: Wang, L. Weiping
      – PersonEntity:
          Name:
            NameFull: Alberg, Marty
      – PersonEntity:
          Name:
            NameFull: Sanders, William L.
      – PersonEntity:
          Name:
            NameFull: Wright, S. Paul
      – PersonEntity:
          Name:
            NameFull: Stringfield, Sam
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 04
              Type: published
              Y: 2001
ResultId 1