Faculty Profiles

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https://hdl.handle.net/1794/691

This site provides a forum for showcasing the work of individual faculty members. Faculty may have their work archived here as well as with their departments or institutes.

Faculty interested in establishing a collection for themselves in Scholars' Bank are invited to contact, Scholars' Bank team, University of Oregon Libraries.

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Browsing Faculty Profiles by Subject "Academic Achievment"

Now showing 1 - 5 of 5
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    An Analysis of Achievement Scores of Arthur Academy Schools, 2007 to 2013
    (National Institute for Direct Instruction (NIFDI), 2014-08-07) Arthur, Charles; Stockard, Jean
    Arthur Academies are a set of six charter elementary schools in the greater Portland, Oregon metropolitan area. The mission of the schools is “to accelerate educational achievement and academic competency of all its students” and “to become an effective and innovative model of instruction that can influence teaching practices in other schools” (Arthur, 2009- 10, p. 1). This report examines data on the academic achievement of Arthur students from six consecutive school years: 2007-2008 through 2012-2013 and shows how the schools are accomplishing this mission. The data indicate that, at the start of kindergarten, Arthur students had achievement scores that were similar to or slightly lower than students in the nation as a whole. However, by the end of kindergarten they had achievement scores that were significantly higher than their peers. This high level of achievement persists, and even increases, through later grades. The body of the text below includes selected figures to illustrate this phenomenon. Tables with the supporting data and explanations of the statistical analyses are in the appendix.
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    Direct Instruction in the Guam Public Schools: An Analysis of Changes in Stanford Achievement Test Scores
    (National Institute for Direct Instruction (NIFDI), 2013-04-29) Stockard, Jean
    This report examines changes in the average Stanford Achievement Test (SAT) scores in reading of first and fifth grade students in elementary schools in the Guam Public School System (GPSS) from Spring, 1993, through Spring, 2011. A systematic implementation of Direct Instruction, involving training and support, began in 24 schools in the fall of 2003, starting with the lower grades and gradually expanding to the upper grades. In the fall of 2008 15 of these schools ceased using DI, while the remaining schools and two additional newly created schools, continued to use the program.
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    The Effectiveness of Direct Instruction Curricula: A Meta-Analysis of a Half Century of Research
    (SAGE Publications, 2018-08) Stockard, Jean; Wood, Timothy W.; Coughlin, Cristy; Khoury, Caitlin Rasplica
    Quantitative mixed models were used to examine literature published from 1966 through 2016 on the effectiveness of Direct Instruction. Analyses were based on 328 studies involving 413 study designs and almost 4,000 effects. Results are reported for the total set and subareas regarding reading, math, language, spelling, and multiple or other academic subjects; ability measures; affective outcomes; teacher and parent views; and single-subject designs. All of the estimated effects were positive and all were statistically significant except results from metaregressions involving affective outcomes. Characteristics of the publications, methodology, and sample were not systematically related to effect estimates. Effects showed little decline during maintenance, and effects for academic subjects were greater when students had more exposure to the programs. Estimated effects were educationally significant, moderate to large when using the traditional psychological benchmarks, and similar in magnitude to effect sizes that reflect performance gaps between more and less advantaged students.
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    The Long-Term Impacts of Direct Instruction and the Maple Model: College Preparation and Readiness
    (National Institute for Direct Instruction (NIFDI), 2015-07-06) Stockard, Jean; Carnine, Linda; Rasplica, Caitlin; Paine, Stan; Chaparro, Erin
    This report examines the high school accomplishments and preparation for college of students from a high poverty school in the northwestern United States who had varying degrees of exposure to Direct Instruction in elementary school. Data were gathered from cumulative school records several years after the students would have completed high school. The results indicate that students taught with Direct Instruction early in their school career were significantly more likely to be prepared to enter higher education – enrolling in a traditional academic program, finishing a college prep mathematics class, and taking Advanced Placement courses and/or college entrance examinations (Figure 1). Among those enrolled in traditional academic programs, those with early exposure to Direct Instruction also ranked higher in their high school graduating class and were more likely to have a GPA high enough to qualify for college admission (Figure 2).
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    Selected Studies of the Efficacy of Direct Instruction Mathematics Programs
    (National Institute for Direct Instruction (NIFDI), 2014-12-11) Wood, Timothy W.; Stockard, Jean
    This study examined the impact of the Direct Instruction program, Connecting Math Concepts, on mathematics achievement over six consecutive school years, 2007-2008 through 2012-2013. Math skills were measured with the Stanford Achievement Test for students in grades kindergarten and higher and the Oregon Assessment of Knowledge and Skills for students in grades three to five.