Richard Spicuzza

Effects of a Learning Information System on Mathematics Achievement and Classroom Structure.

Abstract The authors examined the effects of implementing an instructional system that automates application of evidence-based components of effective instruction on student mathematics achievement and on classroom behaviors known to be related to overall student achievement outcomes. A treatment group of 157 4th- and 5th-grade students used the intervention in conjunction with the Everyday Math curriculum. Student performance was compared with a within-school control group of 61 4th- und 5th-grade students, as well as all 4th- and 5th-grade students in the district (N = 6,385). The students in the control groups received only the Everyday Math curriculum. Results indicate that the implementation of the instructional management system as an enhancement to Everyday Math resulted in an increase in the amount of time spent on classroom activities that researchers have identified as contributing to positive academic outcomes. Furthermore, students who used the Accelerated Math program demonstrated greater mathematics achievement gains than did the control groups.

Effects of Curriculum-Based Monitoring on Classroom Instruction and Math Achievement

Abstract In recent years, concerns about the math achievement of U.S. students have been highlighted in the popular press, journal articles, major conference presentations, and official U.S. Department of Education (1998) reports. School personnel have responded to the issue of low math achievement by a) writing or rewriting standards, b) “ratcheting up” current standards, c) building accountability systems that include all students, d) developing programmatic interventions, e) extending the school year, and f) implementing effective instructional management systems. Research on teaching has linked instructional environment and achievement. Thus, this study was designed to determine whether the implementation of an instructional management system served to improve student math achievement and the classroom instructional environment. In addition, the study examined the extent to which adding a curriculum-based monitoring system to an ongoing math curriculum would result in positive changes in the classroom instructional environment and in achievement.

Focus-group research on Minnesota's implementation of graduation standards testing

Abstract Two focus-group interviews with 23 Minnesota educators were conducted by the Minnesota Assessment Project to obtain in-depth information on the participation of limited English-proficient (LEP) students in the first round of the Minnesota Basic Standards tests. Responses to open-ended questions were audiotaped while a research assistant took field notes. An inductive technique was used to identify themes and patterns in the comments. Four important findings may be applied to any large-scale assessment in any state: (a) Participation of LEP students in large-scale assessments is important, (b) educators often do not consider using testing accommodations for LEP students, (c) clear communication about the test is extremely important, and (d) test preparation should not detract from regular instruction.