Assessing and Validating Effects of a Data-Based Decision-Making Intervention on Student Growth for Mathematics and Spelling

Trynke Keuning, Marieke van Geel, Adrie Visscher, Jean Paul Fox*

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

1 Citation (Scopus)
1 Downloads (Pure)

Abstract

Data-based decision making (DBDM) is presumed to improve student performance in elementary schools in all subjects. The majority of studies in which DBDM effects have been evaluated have focused on mathematics. A hierarchical multiple single-subject design was used to measure effects of a 2-year training, in which entire school teams learned how to implement and sustain DBDM, in 39 elementary schools. In a multilevel modeling approach, student achievement in mathematics and spelling was analyzed to broaden our understanding of the effects of DBDM interventions. Student achievement data covering the period from August 2010 to July 2014 were retrieved from schools’ student monitoring systems. Student performance on standardized tests was scored on a vertical ability scale per subject for Grades 1 to 6. To investigate intervention effects, linear mixed effect analysis was conducted. Findings revealed a positive intervention effect for both mathematics and spelling. Furthermore, low-SES students and low-SES schools benefitted most from the intervention for mathematics.

Original languageEnglish
Pages (from-to)757-792
Number of pages36
JournalJournal of educational measurement
Volume56
Issue number4
Early online date2 Sep 2019
DOIs
Publication statusPublished - 1 Dec 2019

    Fingerprint

Cite this