Educational Reports

OSEDA Educational Reports summarize current findings on selected educational issues. Most arise from issues engaging various OSEDA educational projects.

• Missouri high schools meet the Challenge
  Twelve Missouri high schools excelled in the 2008 Newsweek and Washington Post Challenge Index rankings, released in May. All of the schools are in metropolitan areas, with a St. Louis magnet school—Metro Academic and Classical School—topping the state list.
• Jennings School District Stars and Heroes Evaluation 2003-2004 School Year - March 2005
• Jennings Expanded Counseling Program Baseline Analysis of Selected Community Environmental Variables and Educational Performance Data - January 2005
• The Effects of eMINTS Enrollment on Title I Students
• External Performance: Logic Models of the Impact of MOREnet   This project assessed the effectiveness of The Missouri Research and Education Network (MOREnet) from the standpoint of external audiences. The report found that MOREnet is highly regarded by almost all its higher education customers, that it provides a set of services that are absolutely essential to higher education and that it does so in an effective and cost efficient way. The report included an analysis of similar state networks nationally and summarized national trends and policy issues by types of technology, governance, network management, financing and services. (3/31/05)
• Going Beyond the School and Classroom Factors, Comments by Howard Jones, Ed.D.
• Analysis of 2004 MAP Results for eMINTS Students   This report is one in a series of annual analyses of Missouri Assessment Program (MAP) test results for students enrolled in schools participating in the eMINTS program. The analysis of student MAP scores shows significant differences by eMINTS enrollment status on the MAP Communication Arts test and smaller, but positive, differences on the MAP Mathematics test. Analyses of instructional practices suggest that participation in the eMINTS program helps all teachers more effectively support higher levels of student achievement. Finally, analyses of MAP scores for Black students, special education students and students receiving Title I services suggest that eMINTS enrollment helps reduce the achievement gaps between these groups and other students. (1/28/05)
• Analysis of 2003 Missouri Assessment Program (MAP) Results for eMINTS Students   This report presents MAP test results from the FY02 eMINTS cohort. The analysis highlights statistically significant differences on the Communication Arts, Mathematics and Social Studies MAP tests, but not on the 3rd grade Science test. These differences can be seen for all students, for low income students, and for special education students.
• Missouri Student Success Network 2003 Survey of At-Risk Services   Respondents reported that some of the most important at-risk services such as tutoring, social work services, mental health counseling and professional development may themselves be at-risk this school year because of fiscal constraints and budget cuts. (11/6/03)
• "Proficient" and "Emerging" Educational Communities (PDF file; 187 KB) (7/22/03) The eMINTS expansion project was designed to identify successful strategies for extending the impact of eMINTS instructional resources beyond the third and fourth grades. This report summarizes the early experiences of the expansion schools as they developed the capability to expand and sustain the eMINTS innovation in their buildings. Analysis of these schools' experience revealed three common factors that are key to creating an educational environment that supports the eMINTS innovations: an instructional plan, efforts to involve students in the school community and programs to bring community volunteers into the school. Expansion schools that used these three factors as resources to create learning environments where students can achieve, showed strong positive results on the 2002 MAP test and are identified as successful, proficient eMINTS schools.
• Classroom Climate, Instructional Practices and Effective Behavior Management in eMINTS Expansion Classrooms (PDF file; 216 KB) (7/22/03) Many ingredients go into being an effective eMINTS teacher. Results of 99 classroom observations in eMINTS Expansion Schools indicated that effective and less effective behavior management could be distinguished on the basis of teachers' sensitivity to five areas in creating their classroom environment: exhibiting work that was student-produced; arranging space for flexible use; providing elements that afford a soft, sensory, tactile option; maintaining physical comfort; and interacting in a respectful and encouraging manner. Teachers observed conducting facilitated lessons were also more likely to have classrooms with these positive aspects. The combination of a positive classroom and the use of facilitated, inquiry-based instructional practices helped to construct a well-ordered and effective learning environment.
• Assessing Instructional Practices in eMINTS Classrooms (PDF file; 175 KB) (7/22/03) The eMINTS evaluation has highlighted the role of inquiry-based instructional practices in supporting high levels of student achievement. As the eMINTS program has developed, "instructional practice" has been assessed in three ways: through direct observation using the eMINTS Lesson Typology, through coding each lesson along Bloom's Taxonomy of Educational Objectives and as part of a general assessment of the classroom environment using the "Hallmarks of an Effective eMINTS Classroom" rubric. This paper assesses the validity of each of these measures by analyzing their interrelationships. Data for this analysis is taken from a set of classroom observations conducted with teachers participating in the eMINTS expansion project. Results show significant correspondence between each measure at both the lesson and classroom levels.
• Analysis of 2002 MAP Results for eMINTS Students   This policy brief examines the quantitative impacts of the eMINTS Program on the second cohort of participating classes. (1/27/03)
• Analysis of 2001 MAP Results for eMINTS Students   This policy brief examines the quantitative impacts of the eMINTS Program on the first cohort of participating classes. (1/23/02)
• Typology of eMINTS Lessons Based on Classroom Observations Conducted During 2000 & 2001   This report summarizes classroom observations conducted in FY00 classrooms. It describes a general typology of instructional lessons based on 85 classroom observations conducted in 2000 and 2001. (11/6/01)
• FY00 teachers' summary - impressions of their experiences with eMINTS Program and factors they identified for its successful implementation (10/31/01)
• Results from the MSIP Student Questionnaire, Spring 2001   Results from a spring administration of the MSIP Elementary Student Questionnaire show that fourth grade students enrolled in eMINTS classrooms rate their school climate and expectations for learning higher than students not in eMINTS classrooms. However, there were no statistically significant differences among third grade students. (9/24/01)
• Final Results from the eMINTS Teacher Survey   This report presents results from the eMINTS teacher surveys administered between 1999 and 2001. (9/24/01)
• Parents' Perceptions of the eMINTS Program and Its Effect on Their Children (9/4/01)
• Analysis of 2000 MAP Results from Jennings School District   This policy brief examines the qualitative and quantitative impacts associated with the installation of computer classrooms in the Jennings School District. (6/7/01)
• Teacher Perceptions of Student Changes in FY00 eMINTS Classrooms (2/25/01)
• Teacher Survey Responses from the Teacher Profile Unit Teaching Plan FY01  teachers and their approach to lesson plans (1/31/01)
• Teacher survey responses at eMINTS' Kick-offs  A comparison of FY01 and FY00 teacher opinions (12/8/00)
• Teacher Comments About Working in an eMINTS' Classroom (12/8/00)
• Teacher Experiences with Technical Support (12/8/00)
• Teacher Perceptions of Cluster Information Specialists (8/7/00)
• Teacher Perceptions of eThemes Services (8/2/00)
• MINTS Project Evaluation Report, February 11, 2000 (2/11/00)