Literature Review:

Achievement and Attitude in

Academies

Linda Heidenrich

Research Questions

How does participation in an academy affect achievement?

How does participation in an academy affect attitude?

Literature Review

AcademyAchievementAttitude

Academies

Stern, Dayton & Raby, 2000 “durable and best-tested component of high

school reform” Shorr & Hon, 1999

Hollywood High School Reini, 2004

Columbus, Ohio

Achievement

SISS, 1988 and TISS, 2003 EdSource Online, 2007

SOLUTIONS TO ACHIEVEMENT Patrick, 1991

“emphasize active learning, thinking and doing” “use multiple resources and media” “involve parents as monitors…encouragers”

California Partnership Academies 280 academies (2006-2007)

Attitude

Munby, 1983 & 1997; Moore & Foy, 1996 Scientific Attitude Inventory

Baker et al., 1992 “Letting Students Speak: Triangulation of Qualitative and

Quantitative Assessments of Attitude Toward Science”

Methodology

Sophomores College Prep Students Predominantly Hispanic, 15-16 years of age Academy students: 50% at risk academically

Average GPA of 2.0 or lower Classified as Basic, Below Basic, Far Below Basic on CST

Two one-month periods due to block schedule Non-Academy: September-October Academy: February-March

Achievement: test scores, class work scores, project scores Attitude: surveys and interviews

Project grades:

0

5

10

15

20

25

30

35

40

45

Percentage of Students

25-50 50-60 60-70 70-80 80-90 90-100 100+Percentage on Projects

Project Comparision

Academy

Non-Academy

Class work grades:

0

5

10

15

20

25

30

35

40

45

Percentage of Students

25-50 50-60 60-70 70-80 80-90 90-100Percentage on Classwork

Classwork Comparision

Academy

Non-Academy

Test grades:

0

5

10

15

20

25

30

35

40

45

Percentage of Students

25-50 50-60 60-70 70-80 80-90 90-100Percentage on Tests

Test Comparision

Academy

Non-Academy

Summary of Data

Project grades overall higher for Academy students

Class work grades overall higher for Academy students

Test grades overall higher for Non-Academy students

Sample Survey Questions

Question

#

Statement Results-

Non-Academy

Results-

Academy

1E. I am good at science Mode and Median: Agree

Mode and Median: Not sure

1G. Science is difficult for me Mode: Disagree

Mode: Agree

1O. Biology is difficult for me Mode: Agree

Mode: Disagree

1P. Studying Biology is not cool Mode and Median: Disagree

Mode and Median: Not sure

8. How far do you expect you will go in school?

Mode: 4-Year Degree

Median: 4-year Degree

Mode: Master’s Degree

Median: 4-year Degree

11. How much does this class (Biology) help you to achieve

your career?

Mode: This class is just a

graduation requirement Median:

Some skills would be helpful

Mode: Some skills would

be helpful Median:

Biology is helpful

Sample Interview Answers

Question “Niolo” (Non-Academy)

“Keloy” (Non-Academy)

“Mirba” (Academy)

“Leuez” (Academy)

Describe your experiences in

science in general and, specifically,

Biology.

Rocks are pretty boring. I don’t

really care about geology. [Biology] was pretty good. I

learned things.

Biology is a lot different. Science is more stuff that happens in things, but Biology is life all around you and

that stuff.

I didn’t like Mr. “W” because I

didn’t really learn. [Biology]’s easy if you do your work.

It was okay even though half the

time I didn’t understand.

[Biology] is fun. I like working with people and doing

labs. When you

describe science classes, what

adjectives would you use?

I don’t know. I am really bad at this.

Very, ver y interesting. Very ,

very fun.

A lot of work…you have to

use your brain…you have to do it, think about it and then write it.

A lot of work. Writing. Thinking. Using your brain. You have to think outside the box.

How would you describe your relationship

between your grades and your

learning?

Yeah, pretty much. I understood what I was learning and I got good grades.

I feel the effort you put in is the grade you get.

I think I get what I deserve. I mean I

deserve what I get.

I guess so but my test skills are that good so my grade is a little lower.

Do you feel you learn anything in science classes in general and this

class specifically?

I definitely learned stuff but I do not

remember.

Science..it doesn’t really catch my

attention because it doesn’t really have

anything to do with what is around me.

Yeah, I learn. I learn. It may not

stick with me but I learn.

Yeah, I learn because before I

didn’t know pretty much any science and now I know

some.

Sample Interview Answers (con’t)

I am good in science, therefore

people think…

I am smart. That I would be good in Biology

I am smart. I think outside the box.

I enjoy science, therefore people

think…

I am weird. I want to be a scientist.

I get good grades. That it is fun.

Do most of your classmates like or

dislike science and why?

Probably dislike because most of

the people I know dislike school in

general.

Probably dislike because they don’t

understand it.

They don’t like science because

they don’t understand it.

Don’t like it because they don’t

understand it.

Does inclusion in the Law Academy

help you in this class or hurt you?

I think it is better because since you

are with these people it is easier to ask them for

help and stuff than someone you only

have one class with and don’t really know.

Yes , because the teacher is on you

24-7.

Summary of Findings

Achievement: Greater in non-academy for tests (t=0.0005) Slightly greater in academy for projects-Not statistically

significant (t=0.3) Equal for class work (t=0.5)

Attitude: Equal for majority of questions More positive attitude for academy

Career goals and post-secondary goals Value of Science classes Academy turned negative idea about science into positive

through support

Conclusions

Non-academy students: True CP: don’t perform as well during class but

successful on tests Academy students:

Hard workers but poor test takers Academy structure improves attitude in classes College Going Environment more profound

effect on Academy students Career Information and guest speakers have

impact on attitude of students

Recommendations

For Academy: Offer alternative assessments for tests, such as

projects Offer test-taking strategies

For Non-Academy Provide more opportunities for community

building Provide more exposure to career pathways

Limitations of Study

Not true academy structure No time or compensation for coordinator Administrator oversees multiple programs Developing community support and curriculum

Personnel Changes Small Sample Size

Remaining Students: Highly motivated First Year on Block Schedule

Teaching changed between non-academy and academy For Study: only common assignments included

Future Studies

Follow up study in four years with academy students to see if achieved post-secondary goals

Similar study in 3-5 years once established as academy to see if data can be duplicated

Thanks…

My family for proofreading and encouraging Steve for support and junk food runs The cohort for 2 years of Wednesday night

memories: good, bad and ugly! My professors for making me a better teacher

and pushing me further than I thought I could go