SI Evaluation Studies

SI评估研究

• 批准号: 9873987
• 负责人: Frances Lawrenz
• 金额: $ 76万
• 依托单位: University of Minnesota-Twin Cities
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 1998
• 资助国家: 美国
• 起止时间: 1998-11-01 至 2005-10-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9873987&HistoricalAwards=false
• 关键词: SI; Evaluation; Studies

The proposed study will incorporate the six drivers of systemic reform and a theoretical framework of school change into an empirical model to help explain the impact of a systemic reform effort on student achievement. Quasi-experimental studies involving four states (Louisiana, Montana, Colorado, and Illinois) are planned. Schools in an SSI state with high levels of involvement (treatment) will be contrasted with schools with low levels of involvement to allow the identification of the differing relationships among the drivers and student achievement that occur with different levels of involvement with an SSI within an SSI state. Results will also be compared to schools in non-SSI state. Information will be collected from approximately 60 schools in each SSI state (30 schools affected continuously by the SSI and 30 schools not directly affected by the SSI) and 30 schools in the non-SSI state. Site visits will be made to six schools within each state. Data will be collected with a variety of methods including student, teacher, and principal questionnaires, interviews, and observations. The student achievement data within each state will be used as the outcome measure. Analyses will range from simple descriptive statistics to complex modeling procedures.

拟议的研究将把系统性改革的六个驱动因素和学校变革的理论框架纳入实证模型中，以帮助解释系统性改革努力对学生成绩的影响。 计划涉及四个州（路易斯安那州、蒙大拿州、科罗拉多州和伊利诺伊州）的准实验研究。 将 SSI 州内参与程度高（处理）的学校与参与程度低的学校进行对比，以便识别 SSI 州内不同程度的 SSI 参与情况下驱动因素和学生成绩之间的不同关系。 结果还将与非 SSI 州的学校进行比较。 将从每个 SSI 州的约 60 所学校（30 所持续受到 SSI 影响的学校和 30 所未直接受 SSI 影响的学校）和非 SSI 州的 30 所学校收集信息。 我们将对每个州的六所学校进行实地考察。 将通过多种方法收集数据，包括学生、教师和校长问卷、访谈和观察。 每个州内的学生成绩数据将用作结果衡量标准。 分析范围从简单的描述性统计到复杂的建模过程。