1.
Regina Crawford
E. T. Booth Middle School
6th Grade (formerly 8th grade)
2.
Is
there a differential impact on writing scores
on standardized tests when the new CCGPS
English language arts standards are
implemented?
3.
Standards
changed
Want as many students to write well to
increase rates of M and EXC on standardized
writing assessments
Inform me of changes that I might need to
make
4.
GA
measures students in 8th grade on ability
to write an expository or persuasive essay in
January of each school year
Students are scored in 4 domains: ideas,
organization, style, & conventions
5.
8th grade teacher @ E. T. Booth Middle in CCSD
Administrator approval
CCSD approval
PC approval
IRB approval
Collected data (non-identifying information)
Compared 2 similar populations of students in
2012 and 2013
T-test to compare scores of 2 years
Mean scores to compare overall scores and
gender scores
6.
Comparing
2012 and 2013
T-test score p=0.229, which indicates no
significant difference between the 2 years
Overall mean decreased by 3 points from
2012 (229) to 2013 (226)
Decrease in females 2012 (232) to 2013 (230)
Decrease in males 2012 (226) to 2013 (221)
DNM 2012 (2%) 2013 (1.7%)
M 2012 (86%) 2013 (92%)
E 2012 (11%) 2013 (6%)
7.
1st
year of CCGPS implementation
GA required a minimum number of
compositions. Teachers using more instant
grading programs
Students are more frequently scored
holistically versus by domains. Less
formative assessments and quality feedback
Quantity does not always equal quality.
If a teacher has 120 students he/she is
grading 2,880 essays per year (does not
include research connections or routine
writings)
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