literature review: achievement and attitude in academies linda heidenrich
Post on 21-Dec-2015
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Research Questions
How does participation in an academy affect achievement?
How does participation in an academy affect attitude?
Academies
Stern, Dayton & Raby, 2000 “durable and best-tested component of high
school reform” Shorr & Hon, 1999
Hollywood High School Reini, 2004
Columbus, Ohio
Achievement
SISS, 1988 and TISS, 2003 EdSource Online, 2007
SOLUTIONS TO ACHIEVEMENT Patrick, 1991
“emphasize active learning, thinking and doing” “use multiple resources and media” “involve parents as monitors…encouragers”
California Partnership Academies 280 academies (2006-2007)
Attitude
Munby, 1983 & 1997; Moore & Foy, 1996 Scientific Attitude Inventory
Baker et al., 1992 “Letting Students Speak: Triangulation of Qualitative and
Quantitative Assessments of Attitude Toward Science”
Methodology
Sophomores College Prep Students Predominantly Hispanic, 15-16 years of age Academy students: 50% at risk academically
Average GPA of 2.0 or lower Classified as Basic, Below Basic, Far Below Basic on CST
Two one-month periods due to block schedule Non-Academy: September-October Academy: February-March
Achievement: test scores, class work scores, project scores Attitude: surveys and interviews
Project grades:
0
5
10
15
20
25
30
35
40
45
Percentage of Students
25-50 50-60 60-70 70-80 80-90 90-100 100+Percentage on Projects
Project Comparision
Academy
Non-Academy
Class work grades:
0
5
10
15
20
25
30
35
40
45
Percentage of Students
25-50 50-60 60-70 70-80 80-90 90-100Percentage on Classwork
Classwork Comparision
Academy
Non-Academy
Test grades:
0
5
10
15
20
25
30
35
40
45
Percentage of Students
25-50 50-60 60-70 70-80 80-90 90-100Percentage on Tests
Test Comparision
Academy
Non-Academy
Summary of Data
Project grades overall higher for Academy students
Class work grades overall higher for Academy students
Test grades overall higher for Non-Academy students
Sample Survey Questions
Question
#
Statement Results-
Non-Academy
Results-
Academy
1E. I am good at science Mode and Median: Agree
Mode and Median: Not sure
1G. Science is difficult for me Mode: Disagree
Mode: Agree
1O. Biology is difficult for me Mode: Agree
Mode: Disagree
1P. Studying Biology is not cool Mode and Median: Disagree
Mode and Median: Not sure
8. How far do you expect you will go in school?
Mode: 4-Year Degree
Median: 4-year Degree
Mode: Master’s Degree
Median: 4-year Degree
11. How much does this class (Biology) help you to achieve
your career?
Mode: This class is just a
graduation requirement Median:
Some skills would be helpful
Mode: Some skills would
be helpful Median:
Biology is helpful
Sample Interview Answers
Question “Niolo” (Non-Academy)
“Keloy” (Non-Academy)
“Mirba” (Academy)
“Leuez” (Academy)
Describe your experiences in
science in general and, specifically,
Biology.
Rocks are pretty boring. I don’t
really care about geology. [Biology] was pretty good. I
learned things.
Biology is a lot different. Science is more stuff that happens in things, but Biology is life all around you and
that stuff.
I didn’t like Mr. “W” because I
didn’t really learn. [Biology]’s easy if you do your work.
It was okay even though half the
time I didn’t understand.
[Biology] is fun. I like working with people and doing
labs. When you
describe science classes, what
adjectives would you use?
I don’t know. I am really bad at this.
Very, ver y interesting. Very ,
very fun.
A lot of work…you have to
use your brain…you have to do it, think about it and then write it.
A lot of work. Writing. Thinking. Using your brain. You have to think outside the box.
How would you describe your relationship
between your grades and your
learning?
Yeah, pretty much. I understood what I was learning and I got good grades.
I feel the effort you put in is the grade you get.
I think I get what I deserve. I mean I
deserve what I get.
I guess so but my test skills are that good so my grade is a little lower.
Do you feel you learn anything in science classes in general and this
class specifically?
I definitely learned stuff but I do not
remember.
Science..it doesn’t really catch my
attention because it doesn’t really have
anything to do with what is around me.
Yeah, I learn. I learn. It may not
stick with me but I learn.
Yeah, I learn because before I
didn’t know pretty much any science and now I know
some.
Sample Interview Answers (con’t)
I am good in science, therefore
people think…
I am smart. That I would be good in Biology
I am smart. I think outside the box.
I enjoy science, therefore people
think…
I am weird. I want to be a scientist.
I get good grades. That it is fun.
Do most of your classmates like or
dislike science and why?
Probably dislike because most of
the people I know dislike school in
general.
Probably dislike because they don’t
understand it.
They don’t like science because
they don’t understand it.
Don’t like it because they don’t
understand it.
Does inclusion in the Law Academy
help you in this class or hurt you?
I think it is better because since you
are with these people it is easier to ask them for
help and stuff than someone you only
have one class with and don’t really know.
Yes , because the teacher is on you
24-7.
Summary of Findings
Achievement: Greater in non-academy for tests (t=0.0005) Slightly greater in academy for projects-Not statistically
significant (t=0.3) Equal for class work (t=0.5)
Attitude: Equal for majority of questions More positive attitude for academy
Career goals and post-secondary goals Value of Science classes Academy turned negative idea about science into positive
through support
Conclusions
Non-academy students: True CP: don’t perform as well during class but
successful on tests Academy students:
Hard workers but poor test takers Academy structure improves attitude in classes College Going Environment more profound
effect on Academy students Career Information and guest speakers have
impact on attitude of students
Recommendations
For Academy: Offer alternative assessments for tests, such as
projects Offer test-taking strategies
For Non-Academy Provide more opportunities for community
building Provide more exposure to career pathways
Limitations of Study
Not true academy structure No time or compensation for coordinator Administrator oversees multiple programs Developing community support and curriculum
Personnel Changes Small Sample Size
Remaining Students: Highly motivated First Year on Block Schedule
Teaching changed between non-academy and academy For Study: only common assignments included
Future Studies
Follow up study in four years with academy students to see if achieved post-secondary goals
Similar study in 3-5 years once established as academy to see if data can be duplicated