Student Achievement

The following steps are taken to address this mandate:

1 . Analyzing school data. The school improvement committee does an extensive analysis of school

information including attendance, truancy mobility, expulsion, and retention rates. Committee members also analyze data on the demographics of the school population, breaking it into economically disadvantaged, limited-English-proficient, white, African-American, Hispanic, Native American, and Asia/Pacific Islander students.

2. Generating a hypothesis. The data analysis leads committee members to generate a series of hypotheses to provide possible explanations for why some students are not meeting state standards. They discuss the primary causal factors that contributed to low achievement, and select the factors within the school’s capacity to change or control. The four factors they choose to address are (a) homework completion, (b) mathematics problem solving, (c) algebra skills, and (d) parental involvement.

3. Creating an action plan. The school improvement committee begins its search of scientifically or evidence-based research, looking for instructional activities that would fit the factors identified. Committee members search the What Works Clearinghouse to find relevant research, and read articles from the National Council of Teachers of Mathematics in order to understand the theoretical base of best practices in mathematics.

4. Evaluating research. The committee reviews the research, investigating the plausibility of replicating it in the school improvement plan. To evaluate the research, the committee frames its questions around major themes:

■ Theoretical framework. What was the theoretical basis of the program being considered? Is it related to learning theory and best practices in the field of mathematics?

■ Research design. Did the study have a control and an experimental group that were randomly assigned? If not, what was the research method? What was the sample size? What was the study’s hypothesis? What were the researchers trying to test or prove?

■ Research methodology. What was the treatment for the experimental group? What activities were implemented? How many schools were in the study? In what settings did the research take place? Was the context similar to our school demographics?

■ Implementation and replication. Is the treatment program understandable so that it can be replicated in our school? What kinds of resources were used in the study, and do we have the capacity to provide them?

■ Evidence of resists. What assessment data were used to measure the treatment? If achievement testing, how comparable is this to our assessment system? Has the hypothesis been adequately tested in order to justify the conclusions? What statistical measurements were used, and do we have the capability to replicate them?

■ Approved research. To what extent has the research been accepted by a peer-reviewed journal or approved by a panel of independent experts? Is the research considered rigorous, objective, and scientific to meet the SBR criteria?

After completing these processes, the school leaders make a commitment to translate specific, applicable research into practices in their own setting. With these steps, the school has begun to incorporate research into its culture and to increase the likelihood of strengthening teaching and improving learning.