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Attendance and Learning Gains for LESLLA Students,[object Object],Larry Condelli,[object Object],American Institutes for ,[object Object],Research, USA,[object Object],LESLLA ,[object Object],Seventh Annual Symposium,[object Object],Minneapolis, MN,[object Object],September 29, 2011,[object Object],1,[object Object]
Overview of Presentation,[object Object],Deconstructing the meaning of attendance,[object Object],Attendance measures used,[object Object],Study designs,[object Object],Findings,[object Object],Discussion,[object Object],2,[object Object]
Why Study Attendance?,[object Object],Why is it important?,[object Object],More attendance = more instruction = more learning?,[object Object],Mixed research evidence ,[object Object],No or small relationship,[object Object],Why?,[object Object],Ineffective instruction?,[object Object],Poor research design?,[object Object],Other factors affect attendance and learning?,[object Object],3,[object Object]
Deconstructing Attendance,[object Object],What does attendance reflect?,[object Object],Motivation,[object Object],Time ,[object Object],Attention and engagement,[object Object],Instruction (dosage model),[object Object],Do all affect learning? Which are ,[object Object],    more important?,[object Object],4,[object Object]
Research Questions,[object Object],How many hours do LESLLA students attend class?,[object Object],Does amount of attendance affect student outcomes (test scores)?,[object Object],What other measures of attendance affect outcomes?,[object Object],5,[object Object]
Measuring Attendance,[object Object],Four measures to reflect components:,[object Object],Total hours of instruction attended ,[object Object],Intensity of instruction- average hours per week attended,[object Object],Total weeks of instruction attended,[object Object],Rate of Instruction-proportion of hour attended out of all possible hours,[object Object],Note: Attendance measures (except rate) are constrained by class schedule,[object Object],That is, you only can attend as much as the class is scheduled,[object Object],6,[object Object]
Attendance Measures: Examples,[object Object],A student attends a class that meets 9 hours/week for 18 weeks. She misses one full,[object Object],week of class and 3 additional ,[object Object],days (misses 18 hours total):,[object Object],Total Hours: 144 ,[object Object],Intensity: 8.5 (144/17),[object Object],Total weeks: 17,[object Object],Rate: 0.89 (144/162),[object Object],7,[object Object]
Meaning of Attendance Measures,[object Object],Total Hours: Total time exposed to instruction, unadjusted for class schedule or time (mostly instruction),[object Object],Intensity: concentrated attendance –dosage of instruction,[object Object],Total weeks: Mostly time, does not directly measure amount of instruction, but may include motivation,[object Object],Rate: Not affected by class schedule, most directly reflects motivation,[object Object],8,[object Object]
Research Studies: Secondary Data Analysis,[object Object],Study 1: What Works Study (Condelli, Wrigley & Cronen, 2003),[object Object],495 LESLLA students from 38 classes , 13 sites, seven USA states,[object Object],Study 2: Impact of a Reading Intervention on Low-Literate Students (Condelli, Cronen & Bos, 2010) ,[object Object],1,344 low-literate (not all LESLLA) students from 33 classes, 10 sites, four USA states ,[object Object],9,[object Object]
Study 1: Design,[object Object],Correlational study, followed two cohorts of LESLLA students for one year,[object Object],Measures of basic literacy, reading comprehension and  oral language,[object Object],Assessed at start of instruction, 3 and 9 months later,[object Object],Used latent growth model analysis,[object Object],Student age, L1, years of schooling, teacher variables and English literacy (pretest scores) held constant,[object Object],Addressed all three research questions, using all four attendance measures,[object Object],10,[object Object]
Study 1: Descriptive Findings(N=495),[object Object],11,[object Object]
Study 1: Analytic Findings ,[object Object],Attendance Measures,[object Object],Total Hours:  No effect on test measures,[object Object],Intensity: No effect on test measures,[object Object],Total weeks: No effect on test measures,[object Object],Rate: Significant relationship for reading comprehension and oral language,[object Object],Reading comprehension (Woodcock Johnson) and oral Language (BEST Oral),[object Object],Small growth in skills over nine months with higher rate of attendance,[object Object],Independent of amount of instruction – motivation measure,[object Object],12,[object Object]
Study 1: Oral BEST and Attendance Hours (NS),[object Object],13,[object Object]
Study 1: Oral BEST and Rate of Attendance (p=.02),[object Object],14,[object Object]
Study 2: Design,[object Object],Experimental study of a literacy intervention for low literates, random assignment,[object Object],Measures of basic literacy, comprehension (same as study 1), vocabulary, listening and oral expression,[object Object],Assessed at start and 12 weeks later,[object Object],Multiple regression analysis,[object Object],Student demographics, teacher variables, L1, years of schooling and English literacy (pretest scores) held constant,[object Object],15,[object Object]
Study 2: Descriptive Findings,[object Object],Data collection constrained by research design–stopped after 12 weeks,[object Object],Mean total hours: 75.2,[object Object],Rate of attendance: 0.61,[object Object],Other attendance measures could not be studied due to insufficient variation,[object Object],16,[object Object]
Study 2: Attendance and Test Measures,[object Object],17,[object Object]
Study 2: Attendance and Test Scores,[object Object],Instruction and outcomes correlated,[object Object],Instruction appears to have an effect on learning,[object Object],Relationship is weak,[object Object],Larger effect on reading outcomes,[object Object],May mean literacy gains more sensitive to gain, may be testing artifact,[object Object],18,[object Object]
Summary and Conclusions,[object Object],Attendance hours had no (Study 1) or little (Study 2) relationship to learning, as measured by standardized tests.,[object Object],Attendance rate was related to oral language and reading comprehension, regardless of amount of attendance,[object Object],Attendance rate may reflect motivation,[object Object],Motivation seems to trump instruction,[object Object],19,[object Object]
Discussion of Implications,[object Object],Attendance hours relate to instruction, but very weakly. Why?,[object Object],Is it because of research design or insenstive tests, or is this a real effect? ,[object Object],Is attendance worth studying in this way?,[object Object],Does the weak relationship imply other means of delivering instruction (e.g., online courses) may be better,[object Object],Are there better ways to look a the effects of participation?,[object Object],For example, longitudinal persistence studies,[object Object],20,[object Object]
Thank you!,[object Object],Contact,[object Object],lcondelli@air.org,[object Object],Enjoy Minneapolis,[object Object],         and LESLLA,[object Object],21,[object Object]

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Hinweis der Redaktion

  1. No impacts represent the null hypothesis, and the most frequent scenario we see in these large impact studies. It means S&P is just as good as other instruction.