Literaturnachweis - Detailanzeige
| Institution | Northwest Evaluation Association |
|---|---|
| Titel | The Bureau of Indian Education: 2009-2010 Baseline Data Report |
| Quelle | (2011), (44 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Quantitative Daten; Testing; Academic Achievement; Program Effectiveness; American Indian Education; Educational Trends; Trend Analysis; Annual Reports; Scores; Poverty; Rural Areas; Rural Schools; Outcomes of Education; Comparative Analysis; United States |
| Abstract | In the Fall of 2010, the Bureau of Indian Education (BIE) approached Northwest Evaluation Association (NWEA) to commission a report of system-wide performance for their first full school year of testing as part of the BIE-NWEA Project. Even with only a single year of testing data, some patterns were identified and they are listed in this report. More years of data will deepen the analyses that are possible and allow for the identification of trends and change over time. This report is a written summary of data from the BIE's first year of the NWEA Project. As a baseline report, it should be used as a place to gauge the starting point for the many schools managed by the Bureau, not as a reward or punishment system for schools. This report is a description of first year "performance. One of the recommendations included in this report is that the BIE not only continue annual reporting but also commission a system-wide evaluation of effectiveness after at least three years of testing with NWEA. The Findings section of this report describes the Fall 2009 starting point for students in different groups, as well as the Spring 2010 end point for this analysis. Growth was measured compared to national NWEA norms and also compared to a group of students with similar scores, similar school poverty, and similar rural location (Virtual Comparison Group or VCG). Differences were shown for Project schools, non-Project schools, different grades, and to some extent differences for ADDs, ELOs, and states. The data from this report reflects the academic performance for BIE students and the necessary challenge for BIE schools to overcome. Within the data, however, there were several areas with remarkable outcomes that can be highlighted and should be celebrated and continued. Looking at high-level averages often masks the success stories for some students and schools. Some examples of individual successes are listed in the Discussion section. Appended are: (1) Counts of Students by Grade and School Group; (2) Paired Samples VCG Analysis; (3) Virtual Comparison Group Methodology; and (4) NWEA-BIE Partnership Backgrounder. (Contains 24 tables and 6 figures.) (ERIC). |
| Anmerkungen | Northwest Evaluation Association. 121 NW Everett Street, Portland, OR 97209. Tel: 503-624-1951; Fax: 503-639-7873; Web site: http://nwea.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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