Value-Added Approach to Program Implementation: Using School Factors and Student Achievement to Guide the Implementation of Partnership-Based Reforms
Abstract
The RITES MSP is working with schools across Rhode Island to improve student achievement through the development and use of technology- enhanced inquiry science activities, high quality PD, and other school-level supports. Historically, similar curricular reform efforts have been difficult to sustain. Currently, there is significant interest in using data to gauge the effectiveness of teachers and schools. This study describes the use of existing student achievement data from the state NECAP science assessment of 8th and 11th graders' understanding of science concepts and ability to engage in inquiry, as well as school climate data to create a value-added model (VAM) capable of identifying potential barriers to program implementation, making it possible to develop support strategies tailored to meet schools' needs.
