Effects of Teachers' Engagement with Student Data on Students' Algebra Progress
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Previous work in Project AAIMS has established the reliability and criterion validity of two measures (Basic Skills and Content-Analysis-Multiple Choice) for monitoring student progress in algebra. In Technical Reports 10, 12, 13, and 14 we reported the technical features of the measures when used for static measurement of student performance. We found that these two measures possess acceptable levels of alternate form reliabilities and moderate levels of criterion validity. Technical Reports 12, 13, and 14 also reported examinations of students’ growth over time on the measures, with the Content Analysis-Multiple Choice probes more sensitive to change than the Basic Skills probes. In the study reported in Technical Report 15 (Foegen, & Olson, 2007) two levels of teachers’ access to student data were contrasted with respect to their association with differential outcomes for students. In the current study, we conducted an additional replication of the technical features of the measures. We also conducted a modified study of teachers’ use of student performance data, contrasting higher and lower rates of engagement with students’ data and examining whether these varying levels had any effect on student achievement.
Project AAIMS is funded by the U.S. Department of Education, Office of Special Education Programs, Grant # H324C030060; Technical Report #16.