High marks from teachers, increased student achievement
We have contracted with evaluators to examine pre- and-post performance of students in IBD classrooms using standardized testing, student writing samples, and administrator observations. These evaluators provide a formative and summative quantitative evaluation of our work with each client over the course of a pilot project or school year.
Qualitative documentation of results to date includes:
- Comments on surveys to evaluate our professional development
- Surveys of teachers participating in pilot projects
- E-mails from excited teachers and administrators
QUALITATIVE RESULTS: EDUCATOR LEARNING
Teachers and administrators consistently give IBD high marks for professional development experiences. The chart below illustrates typical scores from participants who rated the effectiveness of Institute sessions in preparing them to help students master various learning objectives in their English Language Arts classes.
HOW HELPFUL EDUCATORS FIND OUR PD TO SUPPORT STUDENTS TO:
Key: 4-point scale where 1 = Not at all Helpful, 4 = Very Helpful
QUANTITATIVE RESULTS: STUDENT LEARNING
During the 2009-10 school year, 11 Alameda Unified School District teachers and approximately 1,700 students in grades 6-8 participated in an Inquiry By Design middle school inquiry project. Results from the California Standards Tests for classrooms that used IBD reveal that:
- Students performing at Basic or Below Basic levels in 2008-09 were more likely to increase their 2009-10 standardized test levels by one or two levels.
- Students performing at Proficient or Advanced levels in 2008-09 were more likely to maintain their CST level on the 2009-10 test.
Comparison of Student Performance, IBD, and Control Classrooms