EDUCATIONAL EDUCATIONAL EXPANSIONS EXPANSIONS (EE )Research Projects

TEACHERS FOR A NEW ERA

OverviewOverview

Teacher Education ProgramCT-Specific Considerations ERGs/DERGs SSPs CMT-4 (including what is new this year)

Educational Expansions Purpose The Team Rationale Research Question, Design, Variable, Instrumentation Our Districts and Codebook Influence on Vertical Scale (and updates in assessment program) Data Cleansing – Demographic N’s and %’s

Our Teacher Education Program

Integrated Bachelors/Masters (IB/M) Program Entering students in the Junior

yearExiting with a MastersSpecial feature - Students

participate in 1,200 hours in Clinics, Student Teaching, and Internship

Teacher Certification Program for College Graduates (TCPCG) ProgramMasters level studentsTraining for Secondary

EducationSpecial feature - Shortages

areas (Mathematics, Science, Special Education) is a focus

CT: ERGs/DRGs

Groups of districts with similar background characteristics.

To assist in reporting and analyzing school district data.

9 groups at the district level.SES: median family income, % of parents with a college

degree/holding jobs in selected occupations

Need: % of children living in families with a single parent, the % of receive free or reduced-price meals, % speak a language other than English at home

Enrollment a minor factor in the analysis.

Community Data DRG Student Enrollment Grade Range Indicator of Educational Need School District Diversity Student Performance Resources and Expenditures Special Education Improvement Plans and Activities

CT: Strategic School CT: Strategic School ProfilesProfiles

The Connecticut Mastery The Connecticut Mastery TestTest

Mathematics Reading

Reading ComprehensionDegrees of Reading Power

(DRP) Writing

Direct Assessment of WritingEditing and Revising

Science

Assessment Options for Students with Disabilities

CMTSKILLS

CHECKLISTAlternate assessment

based on alternate achievement standards

CMTSKILLS

CHECKLISTAlternate assessment

based on alternate achievement standards

Alternate assessment based on Modified

Assessment System.

CMT MAS

Alternate assessment based on Modified

Assessment System.

CMT MAS

General grade-level assessment based onacademic achievement standards.

Standard CMT - With Accommodations

General grade-level assessment based onacademic achievement standards.

Standard CMT - With Accommodations

General grade-level assessment based onacademic achievement standards.

Standard CMT - No Accommodations

General grade-level assessment based onacademic achievement standards.

Standard CMT - No Accommodations

CMT MAS

Skills Checklist

Assessment Options for Students with Disabilities

•CMT•SKILLS

•CHECKLIST•Alternate assessment

•based on alternate •achievement standards

•CMT•SKILLS

•CHECKLIST•Alternate assessment

•based on alternate •achievement standards

•Alternate assessment• based on Modified

•Assessment System.

•CMT MAS

•

•Alternate assessment• based on Modified

•Assessment System.

•CMT MAS

•

CMT MAS

Skills Checklist

1%

2%

Educational Expansions Purpose

Examine the patterns of Connecticut’s

grade 3-8 pupils of graduates of our

Teaching Education Program as part of

our Neag Assessment Plan through our

Teachers for a New Era project.

TNE DesignTNE Design

Designed to improve teacher quality by reforming outstanding teacher preparation programs

Emphasize to preservice teachers by demonstrating student

achievement through evidence.

Integrate faculty from the liberal arts and sciences, enriching general

and subject matter knowledge.

Support extended to beginning teachers from their universities.

Educational Expansions Reason for Importance

The study is designed to provide evidence on the value of teacher preparation in promoting pupil learning and relates to all tenants of the TNE initiative. Research questions addressed by EE are important for TNE, teacher education programs, and local and state policy makers.

Who is on the EE Research Who is on the EE Research Team?Team?

Leadership

Committee

Assessment

Committee

Educational Expansions Overarching Research Question

To what degree are there significant differences for pupil learning gains in the classrooms instructed by Neag prepared teachers in comparison to those in classrooms instructed by non-Neag prepared teachers on the Connecticut Mastery Test – 4th Generation (CMT-4) in reading, mathematics and writing (and science) from grades 3-8?

Educational Expansions Research Design

Longitudinal research design incorporating CMT-4 from Spring 2006, 2007, 2008 (and 2009) following both teachers AND pupils

Starting in 2009-2010, we will have a statewide database warehouse to use

Educational Expansions Variables

Independent variable: Group membership (Neag vs. Non-Neag trained teachers)

Dependent variables: Connecticut Mastery Test – 4th Generation (CMT-

4) pupil scores (i.e., reading, mathematics, writing; and science as available); operationalized as the vertical scale in the respective subject areas and the classification group (e.g., basic, proficiency, goal) so we have interval and ordinal examinations of the

data

Various pupil moderator variables

Educational Expansions Instrumentation

Since 1994, the CMT has been administrated throughout Connecticut’s public schools. With the passage of No Child Left Behind Act of 2001, the CMT-4 was expanded to incorporated grades 3-8 and was implemented for the first time in the spring for the 2005-2006 year.

In February 2007, the Connecticut Mastery Test Technical Report was produced. This 118-page document summarizes item development, reliability, validity, efforts to reduce bias, and special needs (e.g., special education and English Language

Learners).

In January of 2008/2009, the CSDE released information on value added scales which is now under study.

Our Districts Our Districts Participating in Participating in

Educational Expansions

Pete DRG IBarb DRG HPat DRG BRon DRG IWalt DRG HFaith DRG CMike DRG B

Total Records: Approximately 110,000 Currently: 75,397

Educational Expansions Codebook Variables

Assessment Programs:Vertical Scales

The purpose of vertical scales How the scales were developed Description of the vertical scales How the scales can be used at the district and

state levels Trend results: 2006-2007 Assumption that learning is continuous Developers to create a scale score over several

grades

CMT Vertical Scale Descriptors:Mathematics

Average CMT Mathematics Achievement Growth: 2006-2007

CMT Vertical Scale Descriptors:Reading

Average CMT Reading Achievement Growth: 2006-2007

EDUCATIONAL EDUCATIONAL EXPANSIONS EXPANSIONS (EE )Research Projects

TEACHERS FOR A NEW ERA