Report on Pre-Post Study of Cohort and Non-Cohort STAN 9 Change in Mean

At/Above 50^th Percentile

The primary purpose of this study was to determine if the cohort model for supervision of interns was impacting student learning by comparing changes in the mean percentiles and the change in percentage of students scoring at/above the 50^th percentile in math and reading in classrooms of cohort CPIs and non-cohort teachers from fall to spring administrations of the STAN 9. Changes in the mean percentile points from pre- to post administration and changes in the percentage of students scoring at/above the 50^th percentile would provide an indication of the effect of the implementation of performance-based strategies and the utilization of interns and the math consultant in accomplishing student learning goals. Interns were placed only in cohort CPIs' classrooms, however the math consultant, while working primarily with interns and CPIs, was also available to all teachers and classrooms requesting demonstrations and assistance. Inclusion of reading data was of interest due to inclusion of the language arts across math content in performance-based strategies and overall impact of having an intern in the classroom.

Examination of the change in percentile points from the pre- to post-STAN 9 administration in reading revealed consistent gains (2-16 percentile points higher) in cohort classrooms than in non-cohort classrooms. Overall, students in cohort classrooms experienced greater gains in percentile points than students in non-cohort classrooms. Examination of the change in the percentage of students scoring at/above the 50^th percentile from the pre- to post-STAN 9 administration in reading indicates that consistently, in cohort classrooms, more students moved from scoring below to scoring at/above the 50^th percentile. One might expect that, on average, 25% of students in cohort classrooms would move from below to at/above the 50^th percentile in reading, while only 13% of students in non-cohort classrooms might be expected to move from below to at/above the 50^th percentile in reading.

Examination of the change in percentile points from the pre- to post-STAN 9 administration in math revealed consistent gains (10-19 percentile points higher) in cohort classrooms than in non-cohort classrooms. Overall, students in cohort classrooms experienced greater gains in percentile points than students in non-cohort classrooms. Examination of the change in the percentage of students scoring at/above the 50^th percentile from the pre- to post-STAN 9 administration in math indicates that consistently, in cohort classrooms, more students moved from scoring below to scoring at/above the 50^th percentile. One might expect that, on average, 30% of students in cohort classrooms would move from below to at/above the 50^th percentile in math, while only 26% of students in non-cohort classrooms might be expected to move from below to at/above the 50^th percentile in math.

The presence of interns and the implementation of performance-based math goals including the availability of the math consultant appears to have had a positive effect in cohort classrooms as well as in other classrooms, increasing the likelihood of student gain and decreasing the likelihood of a student dropping in performance on the STAN 9. Most notable is the more consistent positive change across reading and math in cohort classrooms. The presence of an intern appears to have had a positive effect overall, increasing the likelihood of student gain on the STAN 9 in reading and math. It may be concluded, then, that the grant activities have had an identifiable positive impact on student learning at Tilles Elementary.

Cohort/Non-Cohort STAN 9 Pre-Post Comparisons

	Cohort Classrooms Change in Percentile Points from Fall to Spring			Non-Cohort Classrooms Change in Percentile Points from Fall to Spring
	Reading	Math		Reading	Math
Grade 1 Teacher A			Grade 1 Teacher C