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.
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)
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.
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)
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