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Pass rate of 86% for student using www.etap.org as compared to 30% for students not using eTAP.
Introduction
The Grossmont Union High School District (GUHSD) has an Alternative Education Program (AEP) that addresses special educational needs to a large student population. This research focused on one school within the four possible schools that are in the Alternative Education Program in GUHSD. The mission of this school, Chaparral High School, is to
“…provide students a safe, nurturing, and positive environment with committed teachers who use the California Content Standards and modern Technology to provide individualized learning opportunities that promote life-long learning, career opportunities, high expectations, and productive, positive citizens who give back to their communities.”
( http://chaparral.guhsd.net/)
The school population of 500, comprised mostly of second-language learners, began using eTAP to prepare their at-risk and second-language learners for the 2006-07 California High School Exit Exam (CAHSEE). The results were extremely positive. For the 2007 testing year, the pass rate for the eTAP preparation class was 86%. The pass rate for the whole school was 46%. In the 2006 testing year, the pass rate for the whole student population attempting the CAHSEE was only 30%. One reason the pass rate went from 30% to 46%, according to Vice Principal Randy Reid, was because of the eTAP preparation class. “Their pass rate was so high it pulled up the rate for the entire schoo,” says Mr. Reid.
- Journal Perspectives on Psychological Science 12/19/06 by David Lubinski, In all these cases, however, the gifted kids identified by the researchers learned at rapid rates and needed their educational curriculum structured so it matched with their learning rates to avoid boredom and enhance their maximum development. http://www.livescience.com/humanbiology/061219_bright_minds.html
- Drs. Pedro A. Noguera and Jean Yonemura Wing, authors of Unfinished Business: Closing the Racial Achievement Gap in Our Schools all children can achieve at high levels if provided with quality instruction. http://www.education-world.com/a_issues/chat/chat188.shtml
- The Minds of Boys: Saving Our Sons from Falling Behind in School and Life, Gurian and co-author Kathy Stevens The whole brain system is different. Boys tend to be more kinesthetic, more hands-on, more spatial-mechanical….. and they don't think in words as much. Teachers also should introduce more movies, videos, or other forms of multi-media in the classroom. Change reading requirements: Allow more choices. Take notes and write papers using laptop computers. http://www.education-world.com/a_issues/chat/chat170.shtml
- Remembering, Supporting, "the Forgotten Middle" The most important thing for any student is to be given rigorous curriculum (they can't learn what they are never given) and it says that the school system thinks they are "smart." http://www.education-world.com/a_issues/chat/chat165.shtml
- Using Different Styles to Help Weak Readers Children listen to the recording of a story, while following along in the text, http://www.education-world.com/a_issues/chat/chat140.shtml
- Stopping Dropping Out!
- Provide alternative programs.
- Provide after-school and summer enhancement programs.
- Increase family involvement in education.
- Provide professional development for teachers who work with at-risk students.
- Make schools receptive to students' different learning styles.
- Utilize instructional technology.
- Customize learning. http://www.education-world.com/a_issues/chat/chat062.shtml
- Is Technology Just for Boys? We suggest introducing computing across the curriculum and developing a more dynamic view of technological fluency. http://www.education-world.com/a_issues/chat/chat017.shtml
- Meet Bernie Dodge -- the Frank Lloyd Wright of Learning Environments! That evening I realized that this was a different way to teach -- and that I loved it! http://www.education-world.com/a_issues/chat/chat015.shtml
- How Can Teachers Develop Students' Motivation -- and Success? The same tests might not be so harmful if they were simply seen by educators and students as assessing students' skills at that point in time and as indicating what skills students need to work on in the future. In this case, the tests needn't dampen students' excitement about learning. http://www.education-world.com/a_issues/chat/chat010.shtml
- Larry Magid: Keeping Kids Safe On-Line http://www.education-world.com/a_issues/chat/chat006.shtml
- Why Johnny Can't Read: Schools Favor Girls. eTAP allows students to proceed at their own pace and provides more choice of instructions media for different learning styles.
- Toward A New Golden Age In American Education--How the Internet, the Law and Today's Students Are Revolutionizing Expectations National Education Technology Plan 2004 http://www.ed.gov/about/offices/list/os/technology/plan/2004/index.html
- Technology Integration, Assessment, and No Child Left Behind John Bailey: The large message I want you to walk away with is that every education program found in No Child Left Behind is an opportunity for technology funding. Technology offers different solutions to help us accomplish very specific education goals. Whether it's Title I funds, Reading First, migrant education funds, teacher quality funds -- all of those different programs that, on the surface, don't look like education technology opportunities -- can be used to help fund technology tools, technology services, and even hardware and software, as long as they are aligned to the particular curriculum goals of those programs. http://www.education-world.com/a_tech/tech171.shtml
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eTAP and Preparation for the California High School Exit Exam: Efficacy in Grossmont Union High School District Alternative Education Programs
Introduction
The Grossmont Union High School District (GUHSD) has an Alternative Education Program (AEP) that addresses special educational needs to a large student population. This research focused on one school within the four possible schools that are in the Alternative Education Program in GUHSD. The mission of this school, Chaparral High School, is to
“…provide students a safe, nurturing, and positive environment with committed teachers who use the California Content Standards and modern Technology to provide individualized learning opportunities that promote life-long learning, career opportunities, high expectations, and productive, positive citizens who give back to their communities.” ( http://chaparral.guhsd.net/)
The school population of 500, comprised mostly of second-language learners, began using eTAP to prepare their at-risk and second-language learners for the 2006-07 California High School Exit Exam (CAHSEE). The results were extremely positive. For the 2007 testing year, the pass rate for the eTAP preparation class was 86%. The pass rate for the whole school was 46%. In the 2006 testing year, the pass rate for the whole student population attempting the CAHSEE was only 30%. One reason the pass rate went from 30% to 46%, according to Vice Principal Randy Reid, was because of the eTAP preparation class. “Their pass rate was so high it pulled up the rate for the entire school,” says Mr. Reid.
Preparation Class Composition
The preparation class for the CAHSEE at Chaparral High School started as a small pilot program. It included 14 students. The grade level and educational backgrounds of the students are not disclosed. Also, many of the students are late transfers from non-AEP schools within the same district. There is usually an influx of at-risk learners from the non-AEP to AEP schools very close to CASHEE test dates. Although the number of days the students used eTAP to prepare for the CAHSEE ranged from lowest number, 9, and highest number, 95, the average number of preparation days for this class was 46.
The preparation class focused on the mathematical portion of the CAHSEE. Language Arts was not assessed in this pilot program. The students were given a pre-test (EEMAP or Algebra). The students were assigned to the eTAP pilot program based on their pre-test assessments (failing).
Program Goal
The goal of the eTAP pilot program was to provide the student with a CAHSEE-specific study matrix, have the student work through the matrix, and then take the CASHEE. The study matrix is a table accessible on eTAP’s High School Test preparation site (http://www.etap.org) (Diagram a):
Diagram a
Students use the Pre-Test column to assess their knowledge of the CAHSEE Topic (column 2). Based on the score of the pre-test, students then use the center columns (eTAP Lessons/Outside Links/Discovery Education Videos/California Streaming Videos) to learn about that topic. In the example above, the student takes a five- to ten-question pre-test. The test is scored immediately. If students score a passing grade (most use 80% as the remediation threshold) they take the next pre-test, rather than moving across the table to the post-test. If the student scores below 80% on the pre-test, they use the materials offered in the center columns, then take the post-test. The post-test assesses whether the student can then move to the topic in the next row, or review he materials again.
Using this matrix, students learn what topics and questions to expect on the CAHSEE.
Results of the Program
Out of the 14 students in the pilot program, 12 received a passing score (350 or better) on the Mathematic s portion of the CAHSEE, or 86% of the at-risk and second language eTAP users passed the Mathematics portion of the CAHSEE on their first try (Diagram b).
Conclusion
Based on the passing scores, the scores equal to or above the passing mark range from 0 (score of exactly 350) to 56 points above passing. The average is 8.5 points above passing.
Although the two failing scores are disappointing, if one looks at the failing pre-test point total, and the final CAHSEE point total, the amount of improvement is marked. One student’s score improved 18 points, while the second student’s score improved 10 points after using eTAP.
Based on the results of the Chaparral High School pilot program using eTAP’s CAHSEE preparation matrix, one can see that at-risk and second language users benefit by being able to pass the CAHSEE, thus ensuring graduation. From there, the student is able to realize the potential to receive a higher education.
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