Examining the Effects of a Professional Development Initiative on English Learning and Economically Disadvantaged Adolescents’ Scores on a High-Stakes Science Test
Document Type
Article
Publication Date
12-10-2018
Publication Title
Journal of Science Teacher Education
First page number:
1
Last page number:
22
Abstract
This study addressed the pressing need to help adolescent English learning and economically disadvantaged student populations succeed in science and close achievement gaps. It reports the results of a two-year professional development initiative implemented at a high-poverty suburban high school in South Texas. We examined how the combination of purposeful planning, innovative academic vocabulary instruction, Saturday school, structured tutoring, and a timely focused review impacted the science achievement of EL and economically disadvantaged high-school students, at-risk of academic failure, on a high-stakes state exam. Difference-in-proportions tests were used to determine if students at the Intervention Campus showed positive achievement gains on a high-stakes state test. Then we analyzed data between schools by comparing high-stakes exam passing rates between the Intervention Campus and a Comparison Campus. This study found statistically significant results which suggest that the initiative was beneficial to the students within the Intervention Campus and showed promising effects when compared against a matched Comparison Campus.
Keywords
At-risk students; English learners; Economically disadvantaged; High-stakes tests; Science education
Disciplines
Teacher Education and Professional Development
Language
English
Repository Citation
Jackson, J. K.,
Huerta, M.,
Garza, T.,
Narvaez, R.
(2018).
Examining the Effects of a Professional Development Initiative on English Learning and Economically Disadvantaged Adolescents’ Scores on a High-Stakes Science Test.
Journal of Science Teacher Education
1-22.
http://dx.doi.org/10.1080/1046560X.2018.1538299