Great Books Shared Inquiry Results

Case Studies: Measuring Results of JGB Program
Washington DC Public Schools (1)
PS 134 George F Bristow School, Bronx, NY (2)
Notes: (1) Research Project: “The Junior Great Books Program: Differential Effects on Student Achievement Across Ability Levels” draft document October 2003 (2) Measurement of effects of the implementation of the JGB 2003-204

SAT9 Writing Skill Categories (incorporated in DCPS project)
Ideas and development*
Organization, unity, and coherence*
Word choice*
Sentences and paragraphs
Grammar and usage
Writing mechanics

Research Program’s School Profiles Source: DCPS 2003 School database 0 0 2 98 0 84 Control G (3,4 & 5) 67 0 3 27 3 5 Control G (3,4 & 5) 29 1 19 43 8 8 Research H (3,4 & 5) 59 69 36 45 77 99 Free Lunch(%) 0 0 0 99 1 Control F (3,4 & 5) 0 0 9 86 5 Control E (3,4 & 5) 12 0 2 86 0 Research D (5) 13 0 1 84 2 Research C (3 & 4) 4 1 69 18 8 Research B (3,4 & 5) 0 0 18 82 0 Research A (3,4 & 5) White (%) Native (%) Hispanic (%) Black (%) Asian (%) Type School (grades Tested)

JGB Research and Control Groups Start Out “About the Same” (Average scores after first writing sample) Source: Individual student scores from referenced DCPS research project

Research Group’s Positive Change Over Control Group Highlights Improvement (First to last writing sample) Source: Individual student scores from referenced DCPS research project

Average Score % Improvement (Average of Six SAT9 Categories): Impact More Pronounced in Earlier Grades Source: Individual student scores from referenced DCPS research project

Does skill enhancement derived through the JGB program translate into improved performance on standardized tests (i.e., SAT9) ?

Lower Performing Students Reap Significant Gains In SAT 9 Improvement as a Result of the JGB Program Source: Individual student SAT 9 scores from referenced DCPS research project.

SAT9 Reading—% Students Improving (Same Child 2003–2004) Source: DCPS SAT 9 scores 2003 & 2004 for students in research and control groups 51% 46% 18% Control 49% 54% 82% Research 5 th 4 th 3 rd Group Grade Note: District wide, about 40% of the students improve year to year

SAT9 Mathematics—% Students Improving (Same Child 2003–2004) Source: DCPS SAT 9 scores 2003 & 2004 for students in research and control groups Note: District wide, about 40% of the students improve year to year 52% 43% 18% Control 47% 56% 82% Research 5 th 4 th 3 rd Group Grade

NCE (from SAT9) Research and Control Groups Start Out the Same (2003) followed by Major Improvement by Research Group (2004). Same Child 2003–2004 (from schools with over 50% eligible for free lunch) 2004 2003 48 37 44 63 Math 41 35 32 56 Read Control 50 44 41 66 Math 41 38 32 52 Read Research 54 50 57 52 5 th 56 46 64 55 Average 53 42 54 51 4th 60 47 81 63 3rd Math Read Math Read Control Research

New York Department of Education
PS 134 George F. Bristow School

PS 134 George F. Bristow School
Grades: PK–6
Students: 725
Ethnicity:
Black 47%
Hispanic 52%
Eligible for free lunch: 92%
Spending per student: $12,700
Location: New York City
Region 2
District 12
Testing: English Language Arts (ELA) and Mathematics
JGB introduced Fall 2002

Student Levels of Performance
Level Description
1 Do not meet standards
2 Show partial achievement of the standards
3 Meet learning standards
4 Exceed the learning standards
Source: New York City Department of Education Bristow School 2002-2003 Report Card.

High Proportion of Students at Level 1 (Not Meeting Standards) (1999-2002 pre JGB) Source: New York City Department of Education data files from web site. Calculations: Chaos Group, Inc.

Fewer than 25% of Students at Levels 3 and 4 Meet or Exceed Standards (1999-2002 pre JGB) Source: New York City Department of Education data files from web site. Calculations: Chaos Group, Inc.

English Language Arts Major Improvement at Levels 1, 3, and 4 with JGB Source: New York City Department of Education data files from web site. Calculations: Chaos Group, Inc.

Bristow’s ELA Improvement Ranks Among Top Four Elementary Schools Between 2003–2004 Bristow 2002-2003 improvement top .5% (4 th ) Bristow 2001-2002: previously ranked 236 th

Mathematics Major Improvement at Levels 1, 3, and 4 with JGB Source: New York City Department of Education data files from web site. Calculations: Chaos Group, Inc.

Bristow’s Math Improvement Ranks Among Top Fifty Elementary Schools 2003–2004 Bristow 2003-2004 Average Improvement top 8% (48 th ) Bristow 1999-2001 Average Improvement (95 th )

Benefits—Students
Enhancing critical thinking skills
Scoring better on standardized tests
Integrating skills that carry over to other subjects
Structuring a foundation for further learning
Developing pride of accomplishment

Benefits—Teachers
Strengthening professional development
Identifying a basis for accountability
Building and enhancing teaching skills and strategies
Exciting students about learning
Improving standardized test scores

Benefits—School/ District
Measuring results
Student
Teacher accountability
Achieving measurable results in months
Improving student performance across curriculum
Accomplishing success under economic constraints

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Great Books Shared Inquiry Results

by Great Books Foundation on Aug 11, 2009

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