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| Title: | Beating the Odds -- Analyses of 2007 DSTP |
| Authors: | Buttram, Joan L. |
| Keywords: | DSTP
school performance |
| Issue Date: | 15-May-2008 |
| Series/Report no.: | T2008.04.01 |
| Abstract: | 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. It also examines the stability of the school clusters and sample of identified schools from one year to the next.
•Three clusters were identified at the elementary, middle, and high school levels:
-a high cluster that includes high percentages of white students and low percentages of students from low-income families,
-a middle cluster that includes moderate percentages of both, and,
-a low cluster that includes low percentages of white students and high percentages of students from low-income families.
•DSTP reading and mathematics NCE (normal curve equivalent) scores were used to calculate means for each cluster of schools at each level; schools that scored at least 3 NCEs higher than their respective means were identified as exceeding expectations.
•19 schools were identified as a result of this process
-12 elementary schools,
-3 middle schools, and,
-4 high schools.
•Analyses of the 2006 and 2007 clusters’ demographics provided moderate support for their stability in terms of their distribution and central tendency. Three clusters were identified each year, and the elementary and high school clusters were generally stable. The middle school clusters showed more variability across the two years.
•Comparisons of the schools identified as “beating the odds” in 2006 and 2007 revealed that a majority of schools identified in one year were not identified in a second year. This could occur because of differences in student populations and/or differences in their performance from one year to the next. Requiring schools to meet the criteria for multiple years would likely increase the reliability of the identification process. |
| URI: | http://dspace.udel.edu:8080/dspace/handle/19716/3198 |
| Appears in Collections: | DERDC Evaluations and Policy Studies
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