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Assessing and Validating Effects of a Data‐Based Decision‐Making Intervention on Student Growth for Mathematics and Spelling
Author(s) -
Keuning Trynke,
Geel Marieke,
Visscher Adrie,
Fox JeanPaul
Publication year - 2019
Publication title -
journal of educational measurement
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.917
H-Index - 47
eISSN - 1745-3984
pISSN - 0022-0655
DOI - 10.1111/jedm.12236
Subject(s) - spelling , mathematics education , intervention (counseling) , psychological intervention , multilevel model , scale (ratio) , student achievement , academic achievement , achievement test , response to intervention , psychology , standardized test , mathematics , special education , statistics , philosophy , linguistics , psychiatry , physics , quantum mechanics
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.