DERDC Evaluations and Policy Studies
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Item 1999 Statewide Poll on the Condition of Education in Delaware(Delaware Education Research & Development Center, 2000-04) Brown, Pamela; Banicky, LisaEach year the Delaware Education Research and Development Center (R&D Center) of the University of Delaware conducts a telephone poll questioning citizens and educators on their impressions regarding the condition of education in Delaware. This report summarizes the results for the statewide poll conducted in the fall of 1999.Item 2000 Statewide Public Poll on the Condition of Education in Delaware(Delaware Education Research & Development Center, 2001-05) Brown, PamelaEach year the Delaware Education Research and Development Center (R&D Center) of the University of Delaware conducts a telephone poll questioning citizens and educators on their impressions regarding the condition of education in Delaware. This report summarizes the results for the statewide public poll conducted in the fall/winter of 2000.Item 2001 Statewide Educator Poll on the Condition of Education in Delaware(Delaware Education Research & Development Center, 2002-03) Brown, PamelaEach year the Delaware Education Research and Development Center (R&D Center) of the University of Delaware conducts a telephone poll questioning citizens and educators on their impressions regarding the condition of education in Delaware. This report summarizes the results for the statewide educator poll conducted in the fall of 2001.Item 2001 Statewide Public Poll on the Condition of Education in Delaware(Delaware Education Research & Development Center, 2002-05) Brown, PamelaEach year the Delaware Education Research and Development Center (R&D Center) of the University of Delaware conducts a telephone poll questioning citizens and educators on their impressions regarding the condition of education in Delaware. This report summarizes the results for the statewide public poll conducted in the winter of 2002.Item 2002 Statewide Public Poll on the Condition of Education in Delaware(Delaware Education Research & Development Center, 2003-03) Ackerman, Cheryl M.Each year the Delaware Education Research and Development Center (R&D Center) of the University of Delaware conducts a telephone poll questioning citizens on their impressions regarding the condition of education in Delaware. This report summarizes the results for the statewide Public Poll conducted in the fall of 2002Item 2003 Statewide Educator Poll on the Condition of Education in Delaware(Delaware Education Research & Development Center, 2004-03) Ackerman, Cheryl M.On alternating years the Delaware Education Research and Development Center (R&D Center) of the University of Delaware conducts a telephone poll surveying educators on their impressions regarding the condition of education in Delaware. This report summarizes the results from the statewide educator poll conducted in the fall of 2003.Item 2003 Statewide Public Poll on the Condition of Education in Delaware(Delaware Education Research & Development Center, 2004-04) Ackerman, Cheryl M.Each year the Delaware Education Research and Development Center (R&D Center) of the University of Delaware conducts a telephone poll surveying citizens on their impressions regarding the condition of education in Delaware. This report summarizes the results for the statewide Public Poll conducted in the fall and winter of 2003.Item 2005 Statewide Public Poll on the Condition of Education in Delaware(2005-12) Ackerman, Cheryl M.Each year the Delaware Education Research and Development Center (R&D Center) of the University of Delaware conducts a telephone poll surveying citizens on their impressions regarding the condition of education in Delaware. This report presents the comprehensive results of the poll, in tabular and graphic formats, for the statewide Public Poll conducted in the spring of 2005.Item 2007 DelaSIG Point in Time Inclusion Survey(Delaware Education Research & Development Center, 2007-08) Shepperson, Barbara A.; Janerette, DarielOne objective of the DelaSIG is that special education students’ access to the general curriculum in the general education classroom will improve. The 2007 Inclusion survey results were compiled to help identify and track access of students with an IEP in the general education classroom. All teachers in the eight Inclusive schools were asked six questions in this component of the DelaSIG regarding the placement of students with special needs.Item An Analysis of Student Reading as Measured on the Diagnostic Assessment of Reading (DAR)(Delaware Education Research & Development Center, 2007-06) Baca, Jo-Ann M.; Shepperson, Barbara A.; Janerette, DarielAs part of the reporting of Delaware’s State Improvement Grant (DelaSIG), the Delaware Education Research and Development Center (R & D Center) completed a study on the Diagnostic Assessment of Reading (DAR) scores of students whose teachers attended either one or both Delaware Department of Education (DDOE) professional development program(s) designed to help focus teacher instruction of struggling readers in Grades 4 through 12, Success for Secondary Struggling Readers (SSSR), and/or Implementing Multiple Practices for Activating Comprehension in Teaching (IMPACT). Each of these programs includes 30 hours of training in reading content knowledge, pedagogy, and application. An additional 60 hours of implementation are necessary to meet the requirements of each “cluster”, a 90-hour professional development program provided by the DDOE.Item AN ANALYSIS OF STUDENT READING AS MEASURED ON THE DIAGNOSTIC ASSESSMENT OF READING (DAR)(Delaware Education Research & Development Center, 2006-06-13T18:37:12Z) Baca, Jo-Ann M.; Shepperson, Barbara A.As part of the reporting of Delaware’s State Improvement Grant (DelaSIG), the Delaware Education Research and Development Center (R & D Center) completed a study on the Diagnostic Assessment of Reading (DAR) scores of students whose teachers attended a professional development program designed to help focus teacher instruction of struggling readers in Grades 4 through 12. IMPACT, the acronym for Implementing Multiple Practices for Activating Comprehension in Teaching, is a 30 hour training component of the professional development program provided by the Delaware Department of Education (DDOE).This paper reports the findings of the fall and spring assessments of the DAR and discusses their results and implications. Program developers may find the perceptions of the IMPACT survey respondents informative; their perceptions regarding the influence of the IMPACT training on their classroom instruction and on their students’ reading provide insight into the context of the findingsItem Awareness To Action: Recognizing and Addressing the Achievement Gaps in Delaware Schools(Delaware Education Research & Development Center, 2002) Banicky, LisaThis report represents an attempt to create a common understanding of the challenge facing many of the schools in Delaware with respect to the achievement gap separating minority and low income student performance from that of other students. It contains a school-by-school description of achievement gaps in the areas of reading and mathematics as measured by the Delaware Student Testing Program (DSTP). The hope is that the information provided in this report will promote an active dialogue that translates into the dissemination of concrete strategies for closing existing gaps and increasing the academic performance of all students in Delaware schools.Item Beating the Odds -- Analyses of 2007 DSTP(2008-05-15T18:43:53Z) Buttram, Joan L.This study was designed to identify K-12 schools in Delaware that are beating the odds, that is, outperforming expectations given the composition of their student body, and to learn what actions they are taking to achieve their success. This third stage repeats the identification process used with the 2007 Delaware State Testing Program (DSTP) data, relying on cluster analyses of Delaware public and charter schools’ percentages of white students and students from low-income families.Item Beating the Odds: A Study of Delaware Schools(Delaware Education Research & Development Center, 2007-05) Buttram, Joan L.This study was designed to identify K-12 schools in Delaware that are beating the odds, that is, outperforming expectations given the composition of their student body, and to learn what actions they are taking to achieve their success. This first stage documents the identification process and the schools that were identified. It relied on cluster analyses of Delaware public and charter schools’ percentages of white students and students from low-income families.Item Certificates of Educational Attainment for In-School Youth: Acceptability and Feasibility(Delaware Education Research & Development Center, 2000-09) Eisenman, Laura; Brown, Pamela; Minor, MichaelTying academic diplomas to high stakes assessments raises concerns that some high school students who do not perform well on standards-based tests may leave school without academic credentials, or they may choose to drop out rather than receive only a certificate of attendance. Local educators proposed addressing these concerns by capitalizing on the potential overlap between K-12 and adult education academic standards. It was hoped that by using an established adult education certification process (CEAs) to document students' increasing academic skills at multiple points in their high school careers, students might be more motivated to stay in school and continue to pursue a diploma. Because little was known about the potential benefits and consequences of instituting such a use of CEAs within the current K-12 system of standards and accountability assessment, this study addressed two major questions. 1)Did students, parents, teachers, and school administrators consider CEAs to be an acceptable method for documenting student achievement and progress on the Delaware Content Standards? 2)How feasible was it for school staff to gather and evaluate CEA assessment materials? the concept of CEAs for in-school youth generated positive comments from Students, parents, teachers and administrators. However, participants identified problems with feasibility and raised concerns about implementation contexts and target groups.Item Converging Curriculum Interview Report 2007(Delaware Education Research & Development Center, 2007-10-08T19:22:15Z) Sweetman, HeidiThe main goal of the Converging Mathematics Project intervention program is to increase mathematics competency of at-risk and special education students and their teachers. For its first year of implementation, the project targeted a small cohort of teachers in grades five through nine. For its second year, the project expanded to include a larger audience of teachers. The project provides recommendations for materials and methods for extended math time interventions for at-risk students that are carefully aligned to the existing mathematics program.Item Converging Curriculum Project: Year 3(Delaware Education Research & Development Center, 2009-08-08T19:22:06Z) Sweetman, HeidiObservations of teachers participating in the Converging Mathematics Project were conducted in order to determine the impact that the project is having on teaching techniques. Staff of the Delaware Education Research and Development Center conducted 18 observations of math lessons during fall 2008 and 15 observations during spring 2009. The observations conducted included three main components: The design and implementation of the lesson, mathematics content, and elements of classroom culture.Item Converging Curriculum Report Year 2(Delaware Education Research & Development Center, 2008-11-19T18:31:45Z) Sweetman, HeidiObservations of teachers participating in the Converging Mathematics Project were conducted in order to determine the impact that the project is having on teaching techniques. Staff of the Delaware Education Research and Development Center conducted 20 observations of math lessons during fall 2007 and 20 observations during spring 2008. Nine of the teachers observed were also in the cohort that was observed for the Converging Curriculum evaluation for the 2006-2007 school year. All of the teachers observed in spring were also observed in fall. The observations conducted included three main components: The design and implementation of the lesson, mathematics content, and elements of classroom culture. The data gathered indicate some improvement across all three domains. However, all three domains were also marked by a polarization trend where teachers who scored in the middle of the continuum in the fall, migrated to extreme ends of the continuum in the spring.Item Converging Curriculum: Interviews 2009(Delaware Education Research & Development Center, 2009-09-08T19:21:58Z) Sweetman, HeidiThis study examined the experiences of teachers with the Converging Curriculum Project. The goals of the study were to 1) understand why teacher become a part of the program, 2) identify the biggest obstacles teachers encounter when implementing the curriculum, 3) identify the biggest help teachers encounter when implementing the curriculum, 4) better understand how and to what degree other instructional aides in the classroom facilitate teachers’ implementation of the curriculum, and 5) identify why teachers chose to remain with the project for multiple years. Results indicate that teachers become a part of the program in part because of their desire to better meet the needs of their students and their desire to become better teachers.Item Correlates of Achievement Data-based Indicator System For Delaware's Middle Schools(Delaware Education Research & Development Center, 2004-08) Noble, Audrey J.; Scollon, Kelly L.In June 2004, we released the Correlates of Achievement Data-based Indicator System for Delaware’s Middle Schools Instrumentation Report where we discussed progress that had been made on the system. In this report, we provide an update on the progress made during July and August on its development. We will discuss in detail the results of the past two months’ data collection efforts and the current status of the indicator system.