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1. Final Report on the Evaluation of the Growth Model Pilot Project

Author

Office of Planning, Evaluation and Policy Development (ED), Policy and Program Studies Service, Hoffer, Thomas B., Hedberg, E. C., Brown, Kevin L., Halverson, Marie L., Reid-Brossard, Paki, Ho, Andrew D., and Furgol, Katherine

Abstract

The U.S. Department of Education (ED) initiated the Growth Model Pilot Project (GMPP) in November 2005 with the goal of approving up to ten states to incorporate growth models in school adequate yearly progress (AYP) determinations under the "Elementary and Secondary Education Act" ("ESEA"). After extensive reviews, nine states were fully approved for the initial phase of the pilot project by the 2007-08 school year: Alaska, Arizona, Arkansas, Delaware, Florida, Iowa, North Carolina, Ohio, and Tennessee. Based on analyses of data provided by the U.S. Department of Education and by the pilot grantee states, this report describes the progress these states made in implementing the GMPP in the 2007-08 school year. The growth models implemented under the GMPP were all designed to augment rather than replace the standard status model and safe-harbor provisions for determining school AYP. The growth models resulted in more schools making AYP than would have been the case using only status and safe-harbor. The results of this analysis showed that schools serving economically disadvantaged student populations in all pilot states except for Arkansas were more likely than more-advantaged schools to make AYP by growth. The results of this analysis show that use of growth models generally added to the number of schools making AYP but that the numbers were not large in almost all pilot states. This study has also shown that the types of growth models states select for federal accountability purposes are consequential and raise some potentially difficult theoretical questions for policymakers. Appendices include: (1) Comparison of GMPP Growth Models with State Accountability Systems; (2) State GMPP Model Summaries; (3) Supplemental Exhibits; and (4) Derivation of the Generic Projection Model Rule for Identifying On-Track Students. (Contains 79 exhibits and 41 footnotes.) [For the related report, "Interim Report on the Evaluation of the Growth Model Pilot Project", see ED511755.]

Published
2011

2. Contested Domains of Science and Science Learning in Contemporary Native American Communities: Three Case Studies from a National Science Foundation Grant Titled, 'Archaeology Pathways for Native Learners'

Author

Parent, Nancy Brossard

Abstract

This dissertation provides a critical analysis of three informal science education partnerships that resulted from a 2003-2006 National Science Foundation grant titled, "Archaeology Pathways for Native Learners" (ESI-0307858), hosted by the Mashantucket Pequot Museum and Research Center. This dissertation is designed to contribute to understandings of learning processes that occur within and at the intersection of diverse worldviews and knowledge systems, by drawing upon experiences derived from three disparate contexts: 1) The Navajo Nation Museum in Window Rock, Arizona; 2) The A:shiwi A:wan Museum and Heritage Center on the Zuni Reservation in Zuni, New Mexico; and 3) Science learning camps at the Mashantucket Pequot Museum and Research Center for Native youth of southern New England. While informal science education is increasingly moving toward decolonizing and cross-cutting institutional boundaries of learning through critical thinking and real-world applications, the construction of "science" (even within diverse contexts) continues to be framed within a homogenous, predominantly Euro-American perspective. This study analyzes the language of Western science employed in these partnerships, with particular attention to the use of Western/Native binaries that shape perceptions of Native peoples and communities, real or imagined. Connections are drawn to broader nation-state interests in education, science, and the global economy. The role of educational evaluation in these case studies is also critically analyzed, by questioning the ways in which it is constructed, conducted, and evaluated for the purposes of informing future projects and subsequent funding. This study unpacks problems of the dominant language of "expert" knowledge embedded in Western science discourse, and highlights the possibilities of indigenous knowledge systems that can inform Western science frameworks of education and evaluation. Ultimately, this study suggests that research methodologies and epistemologies that acknowledge and integrate indigenous ways of knowing can advance and broaden Western constructions of science, the academy, and educational research and praxis on a national and global scale. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Published
2012

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