2015 Collaborative Regional Education (CORE) i3 Validation Study: Implementation and Impact Study Results. Final Report

Institution	ICF International
Titel	2015 Collaborative Regional Education (CORE) i3 Validation Study: Implementation and Impact Study Results. Final Report
Quelle	(2020), (82 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	High School Students; Program Effectiveness; Technology Integration; Active Learning; College Readiness; Career Readiness; Skill Development; Learner Engagement; Self Efficacy; High School Teachers; Faculty Development; Student Characteristics; Rural Schools; College School Cooperation; 21st Century Skills; Grade 10; Grade 11; Grade 12; Standardized Tests; Scores; Grade 9; Alabama; Louisiana; North Carolina; Texas + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Aktives Lernen; Kompetenzentwicklung; Qualifikationsentwicklung; Self-efficacy; Selbstwirksamkeit; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Standadised tests; Standardisierter Test; School year 09; 9. Schuljahr; Schuljahr 09
Abstract	Purpose: The purpose of this two-year study was to assess the impact of the CORE program, a model that integrates technology and active learning modules in high schools by providing multi-disciplinary teams of teachers and administrators with professional development and resources to support the development of students' non-cognitive skills and increase their college and career readiness. A fidelity of implementation study was also conducted to assess the seven key program components were being implemented as intended. Methods: This Randomized Control Trial (RCT) study followed a cohort of 9th and 10th grade high school students in 28 treatment and control schools; students completed the CWRA+ assessment and non-cognitive skills, engagement, and self-efficacy scales at three timepoints. Using the hierarchical linear model (HLM), the study assessed one-year program impact and two-year program impact. The two-year program impact model suffered a high attrition (due to COVID19) and the study became a quasi-experimental design (QED) study after propensity score matching analysis was applied. Results: Findings highlight how students at CORE schools showed increased scores across the two-year program intervention. Specifically, standardized effects on CWRA+ scores, the non-cognitive skills scale, engagement scale, and efficacy scale were respectively, 0.22, 0.22, 0.23, and 0.32. The effect size for the efficacy scale (0.32) was large enough to be considered important. To selectively mention exploratory findings, the level of program exposure both in terms of whether students were enrolled in the program-trained teachers' courses and whether teachers participated in PD activities seemed correlated with a higher growth in student's CWRA+ scores. Another set of exploratory findings implied that the program impact may interact with demographic characteristics of students. Findings demonstrate a need for further testing of differences between student subgroups based on demographics, as well as the importance of buy-in from program implementers to provide the customized PD support that educators and partners at rural schools need to more effectively serve their students. The exploratory findings suggested that the program exposure of teachers and students may be a key to enhance the CORE program impact. [This report was submitted by the ICF Evaluation Team.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01