Case Studies: Measuring Results of JGB Program

• Washington DC Public Schools (1)

• PS 134 George F Bristow School, Bronx, NY(2)

Notes: (1) Research Project: “The Junior Great Books Program: Differential Effects on Student Achievement Across Ability Levels” draft document October 2003 (2) Measurement of effects of the implementation of the JGB 2003-204

SAT9 Writing Skill Categories(incorporated in DCPS project)

• Ideas and development*

• Organization, unity, and coherence*

• Word choice*

• Sentences and paragraphs

• Grammar and usage

• Writing mechanics

Research Program’s School Profiles

Source: DCPS 2003 School database

00298084ControlG

(3,4 & 5)

67032735ControlG

(3,4 & 5)

291194388ResearchH

(3,4 & 5)

59

69

36

45

77

99

Free

Lunch(%)

000991ControlF

(3,4 & 5)

009865ControlE

(3,4 & 5)

1202860ResearchD

(5)

1301842ResearchC

(3 & 4)

4169188ResearchB

(3,4 & 5)

0018820ResearchA

(3,4 & 5)

White

(%)

Native

(%)

Hispanic

(%)

Black

(%)

Asian

(%)TypeSchool

(grades Tested)

Research Group’s Positive Change Over Control Group Research Group’s Positive Change Over Control Group Highlights ImprovementHighlights Improvement (First to last writing sample)

Source: Individual student scores from referenced DCPS research project

Source: Individual student scores from referenced DCPS research project

Average Score % Improvement (Average of Six SAT9 Categories): Impact More Pronounced in Earlier Grades

Does skill enhancement derived through the JGB program translate into

improved performance on standardized tests (i.e., SAT9)?

Source: Individual student SAT 9 scores from referenced DCPS research project.

Lower Performing Students Reap Significant Gains In SAT 9 Improvement as a Result of the JGB Program

Source: DCPS SAT 9 scores 2003 & 2004 for students in research and control groups

SAT9 Reading—% Students Improving (Same SAT9 Reading—% Students Improving (Same Child 2003–2004)Child 2003–2004)

51%51%46%46%18%18%ControlControl

49%49%54%54%82%82%ResearchResearch

55thth44thth33rdrdGroupGroup

GradeGrade

Note: District wide, about 40% of the students improve year to year

Source: DCPS SAT 9 scores 2003 & 2004 for students in research and control groups

SAT9 Mathematics—% Students Improving SAT9 Mathematics—% Students Improving (Same Child 2003–2004)(Same Child 2003–2004)

Note: District wide, about 40% of the students improve year to year

52%52%43%43%18%18%ControlControl

47%47%56%56%82%82%ResearchResearch

55thth44thth33rdrdGroupGroup

GradeGrade

NCE NCE (from SAT9) Research and Control Groups Start Out the Same Research and Control Groups Start Out the Same (2003) followed by Major Improvement by Research Group (2004). Same Child followed by Major Improvement by Research Group (2004). Same Child

2003–2004 2003–2004 (from schools(from schools with over 50% eligible for free lunch) with over 50% eligible for free lunch)

2004200420032003

4848

3737

4444

6363

MathMath

4141

3535

3232

5656

ReadRead

ControlControl

5050

4444

4141

6666

MathMath

4141

3838

3232

5252

ReadRead

ResearchResearch

545450505757525255thth

5656464664645555AverageAverage

53534242545451514th4th

60604747818163633rd3rd

MathMathReadReadMathMathReadRead

ControlControlResearchResearch

New York Department of Education

PS 134 George F. Bristow School

PS 134 George F. Bristow School

• Grades: PK–6• Students: 725• Ethnicity:

Black 47% Hispanic 52%

• Eligible for free lunch: 92%• Spending per student: $12,700• Location: New York City

Region 2 District 12

• Testing: English Language Arts (ELA) and Mathematics

• JGB introduced Fall 2002

Student Levels of PerformanceStudent Levels of Performance

Level Description

1 Do not meet standards

2 Show partial achievement of the standards

3 Meet learning standards

4 Exceed the learning standards

Source: New York City Department of Education Bristow School 2002-2003 Report Card.

High Proportion of Students atHigh Proportion of Students at Level 1 (Not Meeting Standards) Level 1 (Not Meeting Standards)

(1999-2002 pre JGB)

Source: New York City Department of Education data files from web site.Calculations: Chaos Group, Inc.

Fewer than 25% of Students at Levels 3 and 4 Meet or Fewer than 25% of Students at Levels 3 and 4 Meet or Exceed Standards Exceed Standards (1999-2002 pre JGB)

Source: New York City Department of Education data files from web site.Calculations: Chaos Group, Inc.

English Language ArtsEnglish Language ArtsMajor Improvement at Levels 1, 3, and 4 with JGBMajor Improvement at Levels 1, 3, and 4 with JGB

Source: New York City Department of Education data files from web site.Calculations: Chaos Group, Inc.

Bristow’s ELA Improvement Ranks Among Top Four Bristow’s ELA Improvement Ranks Among Top Four Elementary Schools Between 2003–2004Elementary Schools Between 2003–2004

Bristow 2002-2003 improvement top .5% (4th)

Bristow 2001-2002: previously ranked 236th

MathematicsMathematicsMajor Improvement at Levels 1, 3, and 4 with JGBMajor Improvement at Levels 1, 3, and 4 with JGB

Source: New York City Department of Education data files from web site.Calculations: Chaos Group, Inc.

Bristow’s Math Improvement Ranks Among Top Bristow’s Math Improvement Ranks Among Top Fifty Elementary Schools 2003–2004Fifty Elementary Schools 2003–2004

Bristow 2003-2004 Average Improvement top 8% (48th)

Bristow 1999-2001 Average Improvement (95th)

Benefits—Students

1.Enhancing critical thinking skills

2.Scoring better on standardized tests

3.Integrating skills that carry over to other subjects

4.Structuring a foundation for further learning

5.Developing pride of accomplishment

1.Benefits—Teachers

1.Strengthening professional development

2.Identifying a basis for accountability

3.Building and enhancing teaching skills and strategies

4.Exciting students about learning

5.Improving standardized test scores

Benefits—School/ District

1.Measuring results Student Teacher accountability

2.Achieving measurable results in months

3.Improving student performance across curriculum

4.Accomplishing success under economic constraints

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