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PROJECT CHILD® AND NON-PROJECT CHILD® SCHOOL PERFORMANCE ON FCAT® READING, MATHEMATICS AND WRITING

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Date Issued:
2010
Abstract/Description:
Project CHILD® (Changing How Instruction for Learning is Delivered) provides an avenue for educational change using a triangulated approach. Using data from the Florida Department of Education, this research studies the Project CHILD® learning approach on preparing students for success on portions of the Florida Comprehensive Assessment Test (FCAT®) using results from fifteen charter schools in the state of Florida, seven participating in Project CHILD® and eight non-participating charter schools for the 2008-2009 school-year. Dispersion statistics such as range and standard deviation as well as independent t tests are computed to compare the percentage of students in grades three to five scoring levels 3 and higher on the reading and mathematics portions, and fourth grade students scoring a 3.5 or higher on the writing assessment of the FCAT®. Project CHILD® schools had smaller ranges and standard deviations in the majority of the comparisons. Descriptively, this suggests that students in the Project CHILD® schools are performing closer to the school average. There were no statistically significance differences between the Project CHILD® schools and non-Project CHILD® schools for grade level comparisons, nor on any grade level aggregate outcomes (i.e., grades 3-5 school FCAT® reading, mathematics, or writing mean). However moderate effect sizes were seen for reading in grade four and writing assessments in grade four. The non-statistically significant findings were likely due to low power, and the moderate effect sizes suggest evidence of practical significance.
Title: PROJECT CHILD® AND NON-PROJECT CHILD® SCHOOL PERFORMANCE ON FCAT® READING, MATHEMATICS AND WRITING.
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Name(s): Chappell, Julie, Author
Hartle, Lynn, Committee Chair
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2010
Publisher: University of Central Florida
Language(s): English
Abstract/Description: Project CHILD® (Changing How Instruction for Learning is Delivered) provides an avenue for educational change using a triangulated approach. Using data from the Florida Department of Education, this research studies the Project CHILD® learning approach on preparing students for success on portions of the Florida Comprehensive Assessment Test (FCAT®) using results from fifteen charter schools in the state of Florida, seven participating in Project CHILD® and eight non-participating charter schools for the 2008-2009 school-year. Dispersion statistics such as range and standard deviation as well as independent t tests are computed to compare the percentage of students in grades three to five scoring levels 3 and higher on the reading and mathematics portions, and fourth grade students scoring a 3.5 or higher on the writing assessment of the FCAT®. Project CHILD® schools had smaller ranges and standard deviations in the majority of the comparisons. Descriptively, this suggests that students in the Project CHILD® schools are performing closer to the school average. There were no statistically significance differences between the Project CHILD® schools and non-Project CHILD® schools for grade level comparisons, nor on any grade level aggregate outcomes (i.e., grades 3-5 school FCAT® reading, mathematics, or writing mean). However moderate effect sizes were seen for reading in grade four and writing assessments in grade four. The non-statistically significant findings were likely due to low power, and the moderate effect sizes suggest evidence of practical significance.
Identifier: CFE0003355 (IID), ucf:48444 (fedora)
Note(s): 2010-08-01
M.S.
Education, Department of Child Family and Community Sciences
Masters
This record was generated from author submitted information.
Subject(s): Project CHILD
looping
team teaching
technology integration
active learning
diverse learners
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0003355
Restrictions on Access: private 2011-07-01
Host Institution: UCF

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