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Project Proficiency: Assessing the Independent Effects of High School Reform in an Urban District

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  • Glenn S. Baete
  • Craig Hochbein

Abstract

The authors sought to determine if an urban school district's effort to fundamentally change teaching, assessment, and intervention practices increased student achievement and decreased achievement variation among classrooms in 11 high schools. They examined Grade 11 mathematics achievement data from the 2009-2010 and 2010-2011 Kentucky Core Content Test. The sample consisted of 2,451 students in 11 high schools that implemented an initiative called Project Proficiency. The study used hierarchical linear modeling to determine if changes in instructional practices yielded academic gains, while controlling for individual and school socioeconomic status (SES) and prior student achievement. The analysis revealed that Project Proficiency had a significant impact on state mathematics achievement and reduced classroom variation by 55% in the final model, as opposed to 16% in the control group. Results also indicated that a school's SES had a greater influence on student achievement than an individual student's SES.

Suggested Citation

  • Glenn S. Baete & Craig Hochbein, 2014. "Project Proficiency: Assessing the Independent Effects of High School Reform in an Urban District," The Journal of Educational Research, Taylor & Francis Journals, vol. 107(6), pages 493-511, October.
    • Handle: RePEc:taf:vjerxx:v:107:y:2014:i:6:p:493-511
    DOI: 10.1080/00220671.2013.823371
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    References listed on IDEAS

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    1. Michael Fullan, 2011. "Choosing the wrong drivers for whole system reform," Voprosy obrazovaniya / Educational Studies Moscow, National Research University Higher School of Economics, issue 4, pages 79-105.
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    Cited by:

    1. Reed, Deborah K. & Aloe, Ariel M., 2020. "Interpreting the effectiveness of a summer reading program: The eye of the beholder," Evaluation and Program Planning, Elsevier, vol. 83(C).

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