Pilot Study Evaluation of the Early Assessment Program’sProfessional Development in English2004-05Report Submitted to:California County SuperintendentsEducational Services AssociationSubmitted by:Teacher Education and Public School ProgramsAcademic Affairs, Office of the ChancellorThe California State University October 2005 Page 2
AcknowledgmentsWe wish to acknowledge the following organizations for their contributions tothis collaborative effort.• Curriculum and Instruction Steering Committee, California County Superintendents Education Services Association• California Department of EducationFor more information, please contact:Margaret Olebe, Ph.D.Associate Director, Teacher Education and Public School ProgramsAcademic Affairs, Office of the Chancellor, The California State University(562) 951 – 4713 firstname.lastname@example.org CSU Faculty Contributors: Denise Fleming, CSU East Bay; Dana L. Grisham, SanDiego State University; Mira Lisa Katz, Sonoma State University; and Eric Suess,CSU East Bay. ii Page 3
Table of Contents PageAcknowledgementsiiExecutive SummaryvPurpose1Introduction2Early Assessment Program in English4Study Description8Design9Methods9Results13Survey Findings13Quantitative Analysis18Qualitative Analysis20Conclusions and Recommendations31References34AppendicesA-1 iii Page 4
List of Tables and FiguresPageTable 1. Expository Reading & Writing Course Sequence8Table 2. Characteristics of Participating Teachers and Schools10Table 3. Comparison of EPT and RCST Skills Measured12Figure 1. Years of Teaching Experience14Figure 2. API Ranks of Respondents’ Schools14Figure 3. Most frequently used modules15Figure 4. Usefulness of materials16Figure 5. Most useful attributes of materials16Figure 6. Student attitude toward materials17Figure 7. Sources of evidence for assessing student attitude17Figure 8. Mean scores on RCST by county 20List of AppendicesPageA. Survey A-1B. Interview Protocol – TeachersB-1C. Interview Protocol – StudentsC-1D. List of Skills D-1 iv Page 5
Executive SummaryThis study was carried out by the Teacher Education and Public SchoolsPrograms Unit of the Office of the Chancellor of the California State University atthe request of the California County Superintendents Educational ServicesAssociation. Its purpose is to examine the efficacy of the curriculum used in theEarly Assessment Program (EAP) 12th grade Expository Reading and WritingCourse (ERWC) and its potential effect on proficiency rates for those incomingCSU freshmen identified as not yet proficient through the EAP assessmentadministered toward the end of the high school junior year. In 2004-05 both theERWC professional development and curriculum materials were implementedfor the first time. Approximately 660 high school English teachers participatedstatewide. Three evaluation questions were examined: a) Are there differences among 12thgrade students who experienced at least two modules of the ERWC and thosewho experienced a traditional curriculum; b) What are the salient characteristicsof the implementation of the ERWC curriculum materials in 12th gradeclassrooms; and c) How is instructional context related, if at all, to increasedstudent proficiency in expository reading and writing?To answer these questions a multiple methods descriptive study was carried out.All teachers who completed the professional development were asked tocomplete an implementation survey. From among teachers who participated inthe professional development and also implemented at least two modules of theERWC, a purposive sample of ten teachers was selected. These teachersrepresent a range of years of teaching experience and work in schools withgeographic, demographic, and academic performance characteristics typicallyfound in the state. Each of these teachers was interviewed and observed teaching, and theirstudents participated in a focus group. These teachers also administered anassessment of expository reading and writing skills aligned with the...