Literature
Review:
Achievement
and Attitude in
Academies
Linda Heidenrich
Research Questions
 How does participation in an academy affect
achievement?
 How does participation in an academy affect
attitude?
Literature Review
 Academy
 Achievement
 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:
Project Comparision
45
40
35
30
Percentage
of Students
25
Academy
Non-Academy
20
15
10
5
0
25-50
50-60
60-70
70-80
80-90
Percentage on Projects
90-100
100+
Class work grades:
Classwork Comparision
45
40
35
30
Percentage
of Students
25
Academy
Non-Academy
20
15
10
5
0
25-50
50-60
60-70
70-80
Percentage on Classwork
80-90
90-100
Test grades:
Test Comparision
45
40
35
30
Percentage
of Students
25
Academy
Non-Academy
20
15
10
5
0
25-50
50-60
60-70
70-80
Percentage on Tests
80-90
90-100
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-
Results-
Non-Academy
Academy
Mode and
Median:
Not sure
Mode:
Agree
Mode:
Disagree
Mode and
Median:
Not sure
Mode:
MasterΥs Degree
Median:
4-year Degree
Mode:
Some skill s would
be helpful
Median:
Biology is helpful
1E.
I am good at science
Mode and Median:
Agree
1G.
Science is diffi cult for me
1O.
Biology is diffi cult for me
1P.
Studying Biology is not cool
Mode:
Disagree
Mode:
Agree
Mode and Median:
Disagree
8.
How far do you expect you
will go in school?
11.
How much does this class
(Biology) help you to achieve
your career?
Mode:
4-Year Degree
Median:
4-year Degree
Mode:
This class is just a
gradua tion requirement
Median:
Some skill s would be
helpful
Sample Interview Answers
Question
(Non -Academy)
Rocks are pretty
boring. I donΥt
really care about
geology. [Biology]
was pretty good. I
learned things.
(Non -Academy)
Biology is a lot
differen t. Science
is more stuff that
happens in things,
but Biology is life
all around you and
that stuff.
(Acad emy)
I didnΥtlike Mr.
Σ because I
didnΥt really learn.
[Biology]Υseasy if
you do your work.
When you
describe science
classes, what
adjecti ves wo uld
you use?
I donΥt know. I am
really bad at this.
Very, ver y
interesting. Very ,
very fun.
How wou ld you
describe your
relations hip
betw een your
grades and you r
learning?
Do you fe el you
learn anyth ing in
science classes in
general and this
class specifically?
Yeah, pretty much.
I understood what
I was learning and
I got good grades.
I fe el the effort
you put in is the
grade you get.
A lot of
workΙ you have to
use your
brainΙ you have to
do it, think about it
and then write it.
I think I get what I
deserve. I mean I
deserve what I get.
I defin itely learned
stuff but I do not
remember.
Science..it doesnΥt
really catch my
attention because it
doesnΥt eally
r
have
anything to do
with what is
around me.
Describe your
expe riences in
science in general
and, s pecifically,
Biology.
Yeah, I l earn. I
learn. It may not
stick with me but I
learn.
uezΣ
(Acad emy)
It was okay even
though half the
time I didnΥt
understand.
[Biology] is fun. I
like working with
people and doing
labs.
A lot of work.
Writing. Thinkin g.
Using your brain.
You have to think
outside the box.
I guess so but my
test skills are that
good so my grade
is a little lower.
Yeah, I l earn
because before I
didnΥt know pretty
much any science
and now I know
some.
Sample Interview Answers (con’t)
I a m good in
science, therefore
peop le thinkΙ
I enjoy science,
therefore peo ple
thinkΙ
Do most of yo ur
classmate s like or
dislike science
and why?
Does inclusion in
the Law Academy
help you in this
class or hur t you?
I am smart.
That I would be
good in Biology
I am smart.
I think outside the
box.
I am weird.
I want to be a
scientist.
I get good grades.
That it is fun.
Probably dislike
because mos t of
the people I know
dislike school in
general.
Probably dislike
because they donΥt
understand it.
They donΥtlike
science because
they donΥt
understand it.
DonΥtlike it
because they donΥt
understand it.
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 donΥt
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
Thanks…
 My family for proofreading and encouraging
 Steve for support and junk food runs
 The cohort for 2 years of Wednesday night
memories: good, bad and ugly!
 My professors for making me a better teacher
and pushing me further than I thought I could go