Sirinides, Philip M
Now showing 1 - 10 of 15
PublicationTASK: A Measure of Learning Trajectory-Oriented Formative Assessment(2013-06-01) Supovitz, Jonathan A; Sirinides, Philip M; Ebby, Caroline Brayer; Sirinides, Philip MThis interactive electronic report provides an overview of an innovative new instrument developed by CPRE researchers to authentically measure teachers’ formative assessment practices in mathematics. The Teacher Analysis of Student Knowledge, or TASK, instrument assesses mathematics teachers’ knowledge of formative assessment and learning trajectories, important components of the instructional knowledge necessary to teach to the high expectations of the Common Core State Standards (CCSS). Researchers found that the majority of teachers of mathematics in grades K-10 in urban and urban fringe districts focused on their students' procedural skills rather than their conceptual understandings, indicating that there is significant room for growth in teacher capacity to identify, interpret, and respond to students' conceptual understanding. PublicationDiscipline in Context: Suspension, Climate, and PBIS in the School District of Philadelphia(2017-10-01) Gray, Abigail M; Sirinides, Philip M; Fink, Ryan; Flack, Adrianne; DuBois, Tesla; Gray, Abigail M; Sirinides, Philip M; Fink, Ryan; Flack, Adrianne; DuBois, Tesla; Morrison, Katrina; Hill, KirstenThe report details a two-year exploratory, mixed-methods research study on the disciplinary practices and climate of schools serving K–8 students in the School District of Philadelphia (SDP). Findings reveal that SDP schools are making efforts to reduce suspensions and improve climate, but critical barriers to these efforts include resource limitations and philosophical misalignments between teachers and school leaders. The study identified three profiles among SDP schools serving K–8 students based on information about disciplinary practices and climate, and found that these profiles are predictive of suspension and academic outcomes. Students attending schools with collaborative climates and less punitive approaches to discipline have lower risk of being suspended and better academic outcomes. The report offers a series of recommendations for strengthening the implementation of climate initiatives, including Positive Behavioral Interventions and Supports (PBIS), in challenging urban settings. PublicationEvaluation of the i3 Scale-up of Reading Recovery | Year One Report, 2011-12(2013-08-01) Gray, Abigail M; Gillespie, Jessica; Sirinides, Philip M; Sam, Cecile; Goldsworthy, Heather; Armijo, Michael; Gray, Abigail M; Gillespie, Jessica; Sirinides, Philip M; Sam, Cecile; Goldsworthy, Heather; Armijo, Michael; Tognatta, NamrataReading Recovery (RR) is a short-term early intervention designed to help the lowest-achieving readers in first grade reach average levels of classroom performance in literacy. Students identified to receive Reading Recovery meet individually with a specially trained Reading Recovery (RR) teacher every school day for 30-minute lessons over a period of 12 to 20 weeks. The purpose of these lessons is to support rapid acceleration of each child’s literacy learning. In 2010, The Ohio State University received a Scaling Up What Works grant from the U.S. Department of Education’s Investing in Innovation (i3) Fund to expand the use of Reading Recovery across the country. The award was intended to fund the scale-up of Reading Recovery by training 3,675 new RR Teachers in U.S. schools, thereby expanding capacity to allow service to an additional 88,200 students. The Consortium for Policy Research in Education (CPRE) was contracted to conduct an independent evaluation of the i3 scale up of Reading Recovery over the course of five years. The evaluation includes parallel rigorous experimental and quasi-experimental designs for estimating program impacts, coupled with a large-scale mixed-methods study of program implementation under the i3 scale-up. This report presents findings through the second year of the evaluation. The primary goals of this evaluation were: a) to assess the success of the scale-up in meeting the i3 grant’s expansion goals; b) to document the implementation of scale-up and fidelity to program standards; and, c) to provide experimental evidence of the impacts of Reading Recovery on student learning under this scale-up effort. PublicationSchool Leadership Counts(2017-01-01) Ingersoll, Richard M; Sirinides, Philip; Dougherty, Patrick; Sirinides, Philip PublicationEvaluation of the i3 Scale-Up of Reading Recovery | Year Two Report, 2012-13(2014-12-01) Goldsworthy, Heather; Armijo, Michael; Gray, Abigail M; Sirinides, Philip M; Blalock, Toscha J; Anderson-Clark, Helen; Schiera, Andrew J; Blackman, Horatio; Gillespie, Jessica; Sam, Cecile; Goldsworthy, Heather; Armijo, Michael; Gray, Abigail M; Sirinides, Philip M; Blalock, Toscha J; Anderson-Clark, Helen; Schiera, Andrew J; Blackman, Horatio; Gillespie, Jessica; Sam, CecileReading Recovery is a short-term early intervention designed to help the lowest-achieving readers in first grade reach average levels of classroom performance in literacy. Students identified to receive Reading Recovery meet individually with a specially trained Reading Recovery teacher every school day for 30-minute lessons over a period of 12 to 20 weeks. The purpose of these lessons is to support rapid acceleration of each child’s literacy learning. In 2010, The Ohio State University received a Scaling Up What Works grant from the U.S. Department of Education Investing in Innovation (i3) Fund to expand the use of Reading Recovery across the country. The award was intended to fund the training of 3,675 new Reading Recovery teachers in U.S. schools, thereby expanding service to an additional 88,200 students. The Consortium for Policy Research in Education (CPRE) was contracted to conduct an independent evaluation of the i3 scale-up of Reading Recovery over the course of five years. The evaluation includes parallel rigorous experimental and quasi-experimental designs for estimating program impacts, coupled with a large-scale mixed-methods study of program implementation. This report presents the findings of the second year of the evaluation. The primary goals of this evaluation are: a) to provide experimental evidence of the impacts of Reading Recovery on student learning under this scale-up effort ; b) to assess the success of the scale-up in meeting the i3 grant’s expansion goals; and c) to document the implementation of the scale-up and fidelity to program standards. This document is the second in a series of three reports based on our external evaluation of the Reading Recovery i3 Scale-Up. This report presents results from the impact and implementation studies conducted over the 2012-2013 school year—the third year of the scale-up effort and the second full year of the evaluation. In order to estimate the impacts of the program, a sample of first graders who had been selected to receive Reading Recovery were randomly assigned to a treatment group that received Reading Recovery immediately, or to a control group that did not receive Reading Recovery until the treatment group had exited the intervention. The reading achievement of students in this sample was assessed using a standardized assessment of reading achievement—the Iowa Tests of Basic Skills (ITBS). The data for the implementation study include extensive interviews and surveys with Reading Recovery teachers, teacher leaders, site coordinators, University Training Center directors, members of the i3 project leadership team at The Ohio State University, and principals and first-grade teachers in schools involved in the scale-up. Case studies were also conducted in nine i3 scale-up schools to observe how Reading Recovery operates in different contexts. PublicationThe Impact of the GE Foundation Developing Futures in Education Program on Mathematics Performance Trends in Four Districts(2013-04-01) Sirinides, Philip M; Supovitz, Jonathan A; Tognatta, Namrata; Sirinides, Philip M; Supovitz, Jonathan A; Tognatta, Namrata; May, HenryBeginning in 2005, the GE Foundation initiated a commitment of expertise and financial resources to a set of urban school districts to improve public education and enhance student achievement in mathematics and science. With strong emphasis on stakeholder engagement, the GE Foundation’s Developing FuturesTM in Education program pursued a strategy of: (1) facilitating school board, union, and district leaders to work together to articulate system goals and priorities; (2) helping district leaders to build systemic change processes and develop internal-management capacity; and (3) supporting district science and mathematics initiatives through materials alignment, coaching, professional development, and other capacity-building measures. This report analyzes the impacts of the GE Foundation commitment to the partner districts by examining trends in student performance in mathematics over time in four districts. We hypothesized that the GE Foundation’s collaborative efforts with the district educators would produce detectable and significant improvements in student outcomes. PublicationReading Recovery: An Evaluation of the Four-Year i3 Scale-Up(2016-03-01) Sirinides, Philip M; Gray, Abigail; Goldsworthy, Heather; Sirinides, Philip M; Gray, Abigail; Goldsworthy, HeatherCPRE released its evaluation of one of the most ambitious and well-documented expansions of a U.S. instructional curriculum. The rigorous independent evaluation of the Investing in Innovation (i3) scale-up of Reading Recovery, a literacy intervention for struggling first graders, was a collaboration between CPRE and the Center for Research on Education and Social Policy (CRESP) at the University of Delaware. The CPRE/CRESP evaluation revealed that students who participated in Reading Recovery significantly outperformed students in the control group on measures of overall reading, reading comprehension, and decoding. These effects were similarly large for English language learners and students attending rural schools, which were the student subgroups of priority interest for the i3 scale-up grant program. The study included an in-depth analysis of program implementation. Key findings focus on the contextual factors of the school and teachers that support the program’s success and the components of instructional strength in Reading Recovery. PublicationTASK Technical Report(2013-10-01) Ebby, Caroline Brayer; Sirinides, Philip M; Supovitz, Jonathan A; Ebby, Caroline Brayer; Sirinides, Philip M; Supovitz, Jonathan A; Oettinger, AndreaThis report reviews the development, piloting, and preliminary results from the large-scale field trial of the TASK Instrument (see cpre.org/task). In the first section, we review the need for an assessment of teachers’ capacity for learning trajectory-oriented instruction and the theoretical foundations that inform our work. We then describe the instrument and its development. Next, we detail the scoring process and the training of raters. The final section contains the analysis of the large-scale field trial conducted in 2012–13. We conclude with some directions for future work with this instrument. PublicationAn Inquiry into Pennsylvania's Early Childhood Quality Rating and Improvement System(2016-09-01) Sirinides, Philip M; Sirinides, Philip M; Fantuzzo, John; Fink, Ryan; Barghaus, Katie; Fink, RyanHigh-quality care in the earliest years of life has been shown to relate to positive developmental outcomes for children, including improved early academic skills, social-emotional competencies, and cognitive functioning. Unfortunately, the early care experiences of many children are not always high quality; rather, research suggests that high-quality care is the exception. The growing evidence relating quality care to improved learning outcomes, the variability in quality across care settings, and the failure of existing approaches to improve child care have led to a national call to enhance the quality of early care and education programs. In response to this call, states have created Quality Rating and Improvement Systems (QRISs). PublicationApples and Oranges: Comparing the Backgrounds and Academic Trajectories of International Baccalaureate (IB) Students to a Matched Comparison Group(2013-08-01) Rodriguez, Awilda; Sirinides, Philip M; Perna, Laura W.; May, Henry; Ransom, Tafaya S; Sirinides, Philip M; Perna, Laura W.; Yee, April L; Ransom, Tafaya SThis report presents findings from a retrospective study of the academic histories of International Baccalaureate (IB) students and other students in the state of Florida. The IB Diploma Program is an internationally recognized college-preparatory curriculum designed to provide students with a rigorous and comprehensive academic experience. IB has grown dramatically in recent years and is thought by many to be among the best college-preparatory programs in existence. As such, there is tremendous interest in the potential impacts of IB, but any attempts to examine those impacts must deal with selection bias that results from the voluntary participation of schools and students. Failure to do so makes it impossible to determine whether the performance of participating students was actually influenced by IB, or whether the outcomes for these students would have been just as good without IB. As a critical step in understanding the impacts of IB, the analyses presented in this report examined the selection mechanisms behind IB participation across Florida, the state with the second highest representation of IB programs in the nation. We use longitudinal student and school-level data from 1995 through 2009 from the Florida K-20 Education Data Warehouse (EDW) to characterize individual students’ educational histories from elementary school through high school and into college. To address issues of selection bias, we use propensity score methods (Rosenbaum & Rubin, 1983) to adjust for preexisting differences between IB and non-IB students.