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Turning Points school's scores rise! (June, 2003)
CIS 303, the Turning Points school in the Bronx,
New York, has experienced a rise in the English Language Arts standardized
test scores. The scores are up 23 % from last year. 32.6% of students
from the city met the standard in 2003 , and 41% from CIS 303 met
the standard. Teachers at the school do not teach to the test, but
focus instead on good curriculum and instruction.
Research findings point to the positive impact
of implementing the Turning Points principles. Following are summaries
of five different studies of Turning Points schools:
Illinois Middle Schools
A study* conducted in 31 Illinois middle schools indicates a rise
in student achievement and other measures of school improvement:
· In highly implemented schools, student
achievement test scores in mathematics were 298, in language 315,
and in reading 275, while the state mean was 250.
· Teachers reported that student behavior problems declined
significantly.
· The report concluded that meaningful improvement in student
learning will occur in schools serving high percentages of low-income
students and students of color only if reform was comprehensive
and integrative.
*Felner, R. et al (March 1997). "The
impact of school reform for the middle years: longitudinal study
of a network engaged in Turning points-based comprehensive school
transformation." Phi Delta Kappan, 78, pp. 528-550.
Peoria, Illinois Middle Schools
An analysis* of five Peoria middle schools reinforces the positive
impact of Turning Points:
· Significant gains were made by both 5th
and 8th grade students in math, which corresponds to an increase
in the use of effective classroom practices. Over a two-year period,
mathematical skill enhancement practices increased from "several
times a month" to "weekly." The 5th grade nearly
doubled the percentage of students that met the math standards in
1999/2000.
· Students in schools in which the faculty have been teaming
longer had higher achievement scores. These schools also had lower
numbers of students receiving academic warnings and higher numbers
of students meeting or exceeding Illinois state standards.
· Student adjustment and self-esteem scores yielded some
unique and positive results. Levels of depression, which typically
increase from 5th to 8th grade, actually declined for students in
the Peoria middle schools. In addition, 8th grade Peoria students
had significantly higher levels of academic efficacy and lower than
average behavior problems.
*Center for Prevention Research and Development: An Analysis of
Self-Study Data from the Peoria Turning Points Schools, 1998/1999
and 1999/2000
Massachusetts Middle Schools
In Massachusetts, an independent evaluation report* provided similar
positive findings around standardized test scores of the 26 Turning
Points schools:
· Turning Points schools had the highest
gains in the Massachusetts Educational Assessment Program (MEAP)
of any network schools.
· Turning Points schools had increases well above the state
norm in the use of effective instructional approaches, including
the use of math manipulatives and extended writing assignments.
· Eighth grade students in Turning Points schools were taking
algebra at a significantly higher rate than the state average.
*De Pascale, Charles A. (1997). Education
Reform Restructuring Network: Impact Documentation Report. Cambridge,
MA: Data Analysis and Testing Associates, Inc.
Boston Middle Schools
In a study of nine Boston middle schools implementing Turning Points
and seven Boston schools not implementing the model, the following
results were reported:
· Turning Points schools had a 10% gain
in the percentage of regular education students at the Advanced
or Proficient level in English language arts on the Massachusetts
Comprehensive Assessment System (MCAS) test. The control group had
only a 0.6% gain, 7% for the district, and 5% gain for the state.
· In English language arts, Turning Points schools had 50%
more Limited English Proficiency (LEP) students at the Advanced
or Proficient level (24%) compared o the control group (16%).
· In math, Turning Points schools had higher percentages
of LEP students at the Advanced or Proficient level (12%) compared
to the control group (6%).
* CPRD Report to New American Schools, January
2003
Boston Public Schools Turning Points MCAS Analysis
This report by the Center for Collaborative Education examined changes
in Boston middle schools' Massachusetts Comprehensive Assessment
System scores from the 1998/1999 -1999/2000 school years.
Turning Points schools generally outperformed non-Turning Points
schools in all three subjects - English, math, and science - in
total score gains, in percent decrease of students at the failing
level, and in percent increase of students in the Proficient and
Advanced levels. In Turning Points schools that had full implementation
services, gains in comparison to non-Turning Points schools were
one and one-half to two times greater.
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