STUDENT PROGRESS DATA

Midwinter, 49 students in the after school tutoring program, Grades 1-5, were administered the Wide Range Achievement Test (WRAT3)

The average of the differences in reading, math and spelling pre and post tests indicated –

A positive over-all gain in reading of 3 months.

A positive over-all gain in math of 5 months.

A positive over-all, but insignificant gain in spelling.

READING – 24 positive gains

3 students improved by l/2 year

17 students improved by 1 year

3 students improved by 2 years

1 student improved by 3 years

17 students held their position

Only 8 students showed decreases

SPELLING — 12 students made positive gains.

1 student gained l/2 year.

9 students gained 1 year.

2 students gained 2 years.AnnualReport.05.06.htm

But….

24 students remained constant and

13 students decreased  

MATH —29 students showed positive gains

25 students improved by 1 year.

3 students improved by 2 years.

1 student improved by 3 years.

14 students remained constant

Only 6 students decreased.

ANALYSIS & INTERPRETATION OF RESULTS

· Reading emphasis on phonics. Many words are not spelled phonetically.

· Varied spelling lists in classrooms.  Lack of consistent spelling program.

· Hand-eye coordination of students experiencing learning problems.

· Auditory and visual perception problems which are common to these children.

· Pre and post tests given closer than six months are impacted by a practice effect.

· Grade level scores cannot be averaged for statistical purposes.

· Different individuals administering the assessment at the different times.

· Standard Scores can be used statistically and can be interpreted if sophisticated statistical analysis applied by a trained statistician.

· However, can “eye-ball” the standard score compared to the grade level to see if comparable.

· Comparisons of each student’s assessment with his/her actual performance in terms of changes in reading level of books and of “running records” taken by teachers.

Definition:  A running record is made by a teacher who listens to a child read and records the child’s behavior while reading and records actual reading errors

— Dr. June Slobodian, Consultant, Ohio University-Lancaster

WEST AFTER SCHOOL CENTER

AFTER SCHOOL TUTORING PROGRAM

2006 OHIO ACHIEVEMENT TEST DATA

GRADE 3

14 students’ Reading Scores Listed

1 = Accelerated

8 = Score Range of 385-392 (Close)

5 = Score Range of 354-389 (Needs Help)

13 students’ Math Scores Listed

5 = Accelerated

4 = Score range of 387-393 (Close)

4 = Score Range of 357-375 (Needs Help)

GRADE 4

13 students’ reading scores listed\

5 = Accelerated

2 = Score Range of 394-398 (Close)

7 = Score Range of 352-384 (Needs Help)

14 students’ math scores listed

6 = Accelerated

2 = Score Range of 394-398 (Close)

7 = Score Range of 365-380 (Needs Help)

GRADE 5

13 students’ reading scores listed

6 = Accelerated

1 = (392) Close

5 = Score Range of 364-381 (Needs Help)

12 students’ math scores listed

1 = Accelerated

3 = Score Range of 385-396 (Close)

9 = Score Range of 362-372 (Needs Help)

GRADE 6

20 students’ reading scores listed

12 = Accelerated

2 = Score Range of 387-397 (Close)

6 = Score Range of 366-383 (Needs Help)

20 students’ math scores listed

14 = Accelerated

6 = Score Range of 365=374 (Needs Help)

KINDERGARTEN  - Beginning and end of year grade comparison

Reading Grades – 24 students

22 showed improvement in grades.

Only 5 received the same grade beginning and end of year.

NO ONE RECEIVED A LOWER GRADE

Math Grades –  27 students

17 showed improvement in grades.

6 students maintained their grades.