Update on the Girard Foundation Grant for the Evaluation Analysis of One-to-One Academy Dr. Dennis...
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![Page 1: Update on the Girard Foundation Grant for the Evaluation Analysis of One-to-One Academy Dr. Dennis Johnston Dr. Richard J. Beach Classroom of the Future.](https://reader035.fdocuments.in/reader035/viewer/2022070414/5697c0061a28abf838cc562e/html5/thumbnails/1.jpg)
Update on the Girard Foundation Grant for the
Evaluation Analysis of One-to-One Academy
Dr. Dennis JohnstonDr. Richard J. Beach
Classroom of the Future Foundation
December 8, 2006
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One-to-One Academyat Lemon Grove Middle School
• Each student hasa personal tabletwith wireless netat school & home
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One-to-One Academy Support
Estimated $495,000 over 3 years•Lemon Grove School District•Lemon Grove Middle School
•Classroom of the Future Foundation
•The San Diego Foundation
•Girard Foundation•Cox Communications
•Motorola•DT Research
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Key Findings
• Student attendance significantly improved• Teacher instructional practice changed to
allow more individualized instruction• Academic performance improved,
however, group differences were not statistically significant
• Leadership initiative for district built on preliminary findings
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Research Evaluation
• Collaboration between Classroom of the Future Foundation and Lemon Grove School District and teachers at Lemon Grove Middle School grades 6, 7 and 8
• Information analyzed:– Student demographic data– Attendance data– Academic achievement data– Teacher interviews
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Cohort Design
• Grow from 60 to 180 to 300 studentsin 3 years
• Compare effects of 1-1 vs 2-1technology
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Cohort Design
3 years of 1-13 years of 1-1
2 years of 1-12 years of 1-1
1 year of 1-11 year of 1-1
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Days Absent Decreased
• One-to-One cohorts evidenced less than half the days absent than two-to-one cohorts
• Suggests greater school connectedness, increased school completion and less likelihood of dropping out
• Fiscal impact: $100,000 for both middle schools– District revenue could increase $108,000 annually =
3 days X 1200 2-1 students @ $30 per student
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3 Year 2 Year 1 Year
2-1 Cohort 1-1 Cohort
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Teacher Instructional Practice
• Teacher expectations are positively impacted through One-to-One
• Instructional decision-making processes are informed through One-to-One participation
• Student engagement and movement toward student centric instruction has increased as a result of One-to-One
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Teacher Expectations: Technology as Teaching Tool
• “Never thought it would be used everyday…but it is!”
• “I am able to work closer with kids in smaller groups”
• “I wish my textbook was online…students and parents would have no excuses for not having resources available”
• “Technology has made many more resources available”
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Teacher Perceptions: Impact on Students in One-to-One
• Students not intimidated by technology• Students more engaged• Students more independent• E-mail use changes
– 6th grade is used in class for project discussions– 7th grade tends to be more gossip oriented which
requires more monitoring
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Teacher Insights:Instructional Practice Improved?
• “The ability to differentiate, prepare and monitor kids is much easier”
• “More student centered … able to work with kids in smaller groups at about the same level”
• “The ability to give immediate feedback”• “Students are on their own more; making
choices and moving at their own pace”
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CST Scores Increase as Years in One-to-One Increase
(Test Scores Reflect 2005 CSTs)
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Raw CST Score
0 1 2 3
Years in One-to-One
MathELA
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Proficiency Levels Increase as Years in One-to-One Increase
(1=Far Below Basic; 2=Below Basic; 3=Basic; 4=Proficient; 5=Advanced)
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Average Proficiency
Level
0 1 2 3
Years in One-to-One
MathELA
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Few Differences in Test Scores are Statistically Significant
• Darker color indicates greater significance• Mobility factor reduced cohort size and diversity
(more lower performing students left district)
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Bold Leadership Initiative
• Preliminary results presented to Lemon Grove school board and new Superintendent Ernie Anastos in February 2006
• Created “Middle School Student Success Model” for 1,500 middle schools students in 2006-07– Standard curriculum for students performing at grade level– Strategic intervention for students one grade behind with
extra math and language arts and on-line history/science– Intensive intervention for students more than one grade
level behind with more individualized instruction through 1-1
• Rely upon 1-1 technology with home network access to school curriculum resources
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Research Results Summary
• One-to-One technology improved instructional practice, student attendance and academic performance
• Statistical measures of test scores are fraught with challenges from mobility rates and incomparable test measures
• Results built confidence of school board and district leadership to institute radical change in middle school environment