|
|
  |
Payne School Model Reports
Downloads
are PDF files and require
Adobe Acrobat Reader to view.
 |
 |
Arkansas Reports
North Little Rock
School District, Arkansas (2005-06)
North Little Rock School District, located in North
Little Rock, Arkansas, serves approximately 9,000
students, kindergarten through 12th grade. There are
22 schools in the district. Five of the schools in
the district were involved with aha! Process,
Inc. throughout the 2005–06 school year. Of the five
schools, two are elementary schools serving
kindergarten through fifth-grade students, one is a
middle school serving sixth-grade students, and two
are middle schools serving seventh- and eighth-grade
students. These five schools serve 2,102 students.
Analyses of covariance (ANCOVA)—using the 2005–06
Arkansas standardized tests in Mathematics and
Literacy as dependent variables for Grades 6–8 and
prior standardized test scores in the same domains
as the covariates—were used with two groups
(students served by teachers demonstrating high
model fidelity and students served by other
teachers) to determine the impact of the Payne
School Model on student achievement. The two
statistically significant results (one each in
Mathematics and Literacy) favored the High Model
Fidelity group. For the two non-statistically
significant results, one favored the High Model
Fidelity group (Literacy), and one favored the Other
group (Mathematics). Both of the results for the
seventh and eighth grades in Literacy favored the
High Model Fidelity Group. These results, combined
with the results from 2003–04 and 2004–05,
demonstrate that the implementation of the Payne
School Model in a high-fidelity manner before and
during the middle school years tend to significantly
positively increase student achievement in both
Mathematics and Literacy compared with traditional
approaches.
 View
More
|
|
|
Ridgeroad Middle
Charter School, Arkansas (2004-05)
Ridgeroad Middle Charter School, located in North
Little Rock, Arkansas, serves 554 seventh- and
eighth-grade students. Ridgeroad has been involved
with aha! Process, Inc. since the 2003–04
school year. Analyses of Covariance (ANCOVA)—using
the Arkansas Department of Education Statewide
standardized tests for Mathematics and Literacy in
2004–05 as dependent variables and using
standardized test data for the same students in
prior years (i.e., 2003–04 and 2002–03) as
covariates—were conducted for two sets of students.
For Grade 7, the students in the High Fidelity group
outperformed the students in the other group, and
the ANCOVA-adjusted means were statistically
significantly different at the p < .029 level. For
Grade 8, the students at the Comparison School
outperformed the students at Ridgeroad, based on
ANCOVA-adjusted means for Mathematics; however,
these results were not statistically significant.
For Literacy, the students at Ridgeroad outperformed
the students at the Comparison School, and the
results were statistically significant. These
results support the expectation that the Payne
School Model, when implemented in a High Fidelity
manner, can positively impact student achievement in
middle school grades.”
View
More |
|
|
Ridgeroad Middle
Charter School, Arkansas (2003-04)
Ridgeroad Middle Charter School, located in North
Little Rock, Arkansas, served 511 seventh- and
eighth-grade students, 79% of whom received free or
reduced-price lunches. Ridgeroad administrators and
faculty have been involved with aha! Process since
the 2003-04 school year in implementing the Payne
School Model. A post-test-only comparison design for
two groups (experimental group—a school implementing
the Payne School model; comparison group—a school
implementing a traditional approach) utilizing the
analysis of covariance to adjust for initial
differences between two groups was used to determine
the statistical impact of the implementation of the
model on student achievement. The results suggest
that the Payne School Model had a significant impact
in increasing student achievement in literacy for
the eighth-graders at Ridgeroad, as compared with
Comparison Middle.
View
More |
|
Indiana Report
East Allen County
School Corporation, Indiana (2000-03)
The purpose of this study was to analyze the impact
of the Payne School Model on student achievement in
the East Allen County Schools in northeastern
Indiana. The ISTEP+ provided two sets of dependent
variables (one norm-referenced and one
criterion-referenced) to assess student achievement.
Both of the results comparing the distribution of
the observed and expected difference scores within
and across seven cohorts across six years of
pre-treatment and implementation data were
statistically significant (the norm referenced at
the p<.01 and the criterion-referenced at the p<.001
levels level). Considering the sizes of the
differences on the two sets of variables, the
results were also practically significant.
View
More |
|
Kansas Report
USD 308 – Hutchinson
Public Schools, Kansas (2005-06)
Hutchinson Public Schools in Hutchinson, Kansas,
serves 4,772 students throughout the district: eight
elementary schools, one middle school with two
campuses, and one high school. The elementary
schools serve 2,552 students, while the middle
schools and high school serve 2,220 students. Each
elementary site serves preschool–Grade 6; one middle
school serves seventh grade, and one serves eighth
grade; and the high school serves Grades 9–12. All
of the schools in the district have worked with aha!
Process, Inc. to implement the strategies and
concepts taught in its training. Using the 2005–06
Kansas Mathematics and Reading Assessments in Grades
3–6 as dependent variables, two analytical
approaches were used to determine the impact of the
Payne School Model on student achievement using a
post-test-only design with two groups—students
served by teachers demonstrating a High Model
Fidelity (HMF) and students served by teachers not
demonstrating a high level of model fidelity (Other)
and a graphing procedure focused on levels of
proficiency. Two of the three analyses of covariance
(ANCOVA) were statistically significant—Grade 6
Mathematics and Grade 6 Reading. Both results
favored the HMF group. Two of the five analyses of
variance (ANOVA) were statistically significant—the
Grade 5 Reading favored the HMF group, and the Grade
3 Mathematics favored the Other group. A third
approach was used with 2002–06 Kansas Mathematics
and Reading Assessments for Grades 6–11 as
performance variables. The data were graphed and
demonstrated increases in the percentages of
students from poverty who achieved at or above the
Proficient level in Reading and Mathematics.
Officials in the school district strongly believe
that the implementation of the Payne School Model
contributed very significantly to these increases in
student performance.
View
More |
|
New York
Report
Windsor Middle
School, New York (2004-05)
The Payne School Model was implemented in Windsor
Middle School, located in Windsor, New York, in
2004-05. The dependent variables were the
Eighth-Grade English/Language Arts Scaled Scores and
the Eighth-Grade Mathematics Scaled
Scores—standardized tests used by the New York
Department of Education for assessing student
performance in literacy and mathematics,
respectively, in 2004-05. Using the analysis of
covariance, the adjusted mean differences were not
statistically significant at the p < .05 level.
However, the students in the classes with teachers
with higher levels of implementation in both
English/language arts and mathematics had higher
adjusted mean scale scores than those students in
classes with teachers with lower levels of
implementation.
View
More
|
|
Tennessee Report
Cannon County
Schools, Tennessee (2004-05)
Cannon County Public Schools, located in Woodbury,
Tennessee, serves 2,104 students from kindergarten
to 12th grade. All seven schools in the district
were involved with aha! Process, Inc.
throughout the 2004–05 school year. A post-test-only
comparison design for two groups—High Model Fidelity
(50% or higher score on the Instructional
Framework Scale—Observation) vs. Other (49% or
less on the Instructional Framework
Scale—Observation or not observed)—using the
analyses of covariance to adjust for initial
differences between two groups was employed to
determine the statistical impact of the
implementation of the Payne School Model on student
achievement.
The results strongly support the positive impact
High Model Fidelity implementation of the Payne
School Model on increasing student achievement in
elementary and middle schools in Mathematics and
Reading.
View
More |
|
Wisconsin Report
Bowler School
District, Wisconsin (2004-05)
Bowler School District, located in Bowler,
Wisconsin, serves 462 students from pre-kindergarten
to 12th grade. Both schools in the district were
involved with aha! Process, Inc. throughout the
2004–05 school year and continuing in the 2005–06
school year. A post-test-only comparison design for
two groups [experimental group—a district
implementing the Payne School Model (Bowler School
District); comparison group—a district implementing
a traditional approach (comparison school
district)], using the analysis of covariance to
adjust for initial differences between the two
groups, was utilized to determine the statistical
impact of the implementation of the Payne School
Model on student achievement. All eight of the
comparisons of ANCOVA-adjusted means were in favor
of the Bowler Schools. Three of the four ANCOVA-adjusted
mean comparisons for Mathematics (Grades 6, 8, and
10) were statistically significant in favor of the
Bowler Schools. Two of the four ANCOVA-adjusted
means comparisons for Reading (Grades 5 and 8) were
statistically significant in favor of the Bowler
Schools.
These results provide strong and convincing evidence
that the Payne School Model increases student
achievement across multiple grades and multiple
disaggregations.
View
More |
|
| |
|
