TEACHERS FOR
A
NEW ERA
EDUCATIONAL EXPANSIONS
(EE )
Research Projects
Overview
Teacher Education Program
CT-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 year
Exiting with a Masters
Special feature - Students
participate in 1,200 hours in
Clinics, Student Teaching, and
Internship
Teacher Certification Program for
College Graduates
(TCPCG) Program
Masters level students
Training for Secondary Education
Special 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.
CT: Strategic School Profiles
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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
The Connecticut Mastery Test
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Mathematics
Reading
Reading Comprehension
Degrees of Reading Power (DRP)
Writing
Direct Assessment of Writing
Editing and Revising
Science
Assessment Options for
Students with Disabilities
Skills Checklist
CMT
SKILLS
CHECKLIST
Alternate assessment
based on alternate
achievement standards
Alternate assessment
based on Modified
Assessment System.
CMT MAS
General grade-level assessment based on
academic achievement standards.
Standard CMT - With Accommodations
General grade-level assessment based on
academic achievement standards.
Standard CMT - No Accommodations
CMT MAS
Assessment Options for
Students with Disabilities
Skills Checklist
•CMT
•SKILLS
•CHECKLIST
•Alternate assessment
•based on alternate
•achievement standards
1%
•Alternate assessment
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based on Modified
•Assessment System.
•CMT MAS
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CMT MAS
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 Design
Designed to improve teacher quality by reforming outstanding
teacher preparation programs
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Emphasize to preservice teachers by
demonstrating student achievement through
evidence.
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Integrate faculty from the liberal arts and
sciences, enriching general and subject matter
knowledge.
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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 Team?
District
Folks
Scott Brown
Mary
Yakimowski
Assessment
Committee
Wei Xia
Rohini Sen
Leadership
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 Participating
in Educational Expansions
Pete
Barb
Pat
Ron
Walt
Faith
Mike
DRG
DRG
DRG
DRG
DRG
DRG
DRG
I
H
B
I
H
C
B
Total Records: Approximately 110,000
Currently: 75,397
Educational Expansions
Codebook Variables
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Student ID
Teacher Info
Student Gender
Student Race/Ethnicity
Free/Reduced Lunch
ELL
Special Ed.
Date of Birth
Year of Birth
Month of Birth
District ID
School ID
Grade Level
Math Raw Score
Math Strand
Math Scale Score
Math Level
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DRP Score
Reading
Comprehension (RC)
Raw Score
RC Strand
RC Mastery
Reading Scale Score
Reading Level
Writing DAW Raw
Score
Writing ER Raw Score
Writing Strand
Writing Mastery
Writing Scale Score
Writing Level
Science Total
Science Strand
Science: Content
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Science: Inquiry
Science Scale Score
Value Added Reading
Score
Value Added Math
Score
Days in Attendance
Days in Absence
Enrollment Dates
Hours in Special Ed.
Type of Special Ed.
Placement
Walt’s Vertical Scale:
Reading
Walt’s Vertical Scale:
Math
Faith’s Cognat
Faith’s Physical Fitness
Assessment Programs:
Vertical Scales
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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
TEACHERS FOR
A
NEW ERA
EDUCATIONAL EXPANSIONS
(EE )
Research Projects