UURC Research - Educator Impact

UURC Impact on Educator Efficacy

To evaluate the impact of the current project on improving educators' ability to become more effective and efficient at helping struggling readers meet grade level expectations, curriculum-based, content knowledge, and self-efficacy measures are administered in every school that participates in the UURC's No Child Left Behind grant (2003-ongoing). Aggregated results follow.

Educator Curriculum-based Assessment:

To maintain project integrity and evaluate educator intervention efficacy, each educator is formally observed on an individual basis no fewer than 13 times during a practicum year. During six of those observations, UURC staff use a checklist of desired tutoring behaviors (see Appendix A) to provide feedback to each educator in the following areas:

  • completion of sufficient tutoring sessions
  • maintenance of satisfactory records
  • administration of student assessment
  • satisfactory execution of intervention, as directed.

Since 2003, 1,133 educators in schools participating in the UURC NCLB grant have successfully completed a UURC practicum and received tutor certification. Over that time, 1,092 educators completed certification in a UURC basic intervention model. A total 41 educators failed to meet the criteria for minimum sessions completed with a student, or failed to execute the tutoring models satisfactorily. These educators did not receive certification.

Educator Content Knowledge Assessment:

To evaluate UURC NCLB participating educators' growth in reading content knowledge, the UURC piloted a content knowledge assessment during Year 5. Educators completed a pretest and a posttest composed of multiple choice and short answer items that focus on reading acquisition and intervention. Questions included:

 A minimum satisfactory oral reading rate for students at the end of grade one is:
  20 words per minute
  30 words per minute
  40 words per minute
  any of the above
  none of the above
 
 Phonemic Awareness develops in the following order:
  initial sound, medial sound, final sound
  final sound, medial sound, initial sound
  medial sound, initial sound, final sound
  initial sound, final sound, medial sound
  any of the above
  none of the above
 

During 2010, educators' average baseline score for knowledge related to struggling readers receiving the Next StepsSM model was 54.96% and their average post-practicum score was 83.06%. For knowledge related to struggling readers receiving the Higher StepsSM model, average baseline and post-practicum scores were 53.52% and 73.56% respectively. Across models, these scores indicate increased knowledge, the need for continued professional development, and the relative difficulty of mastering the Higher StepsSM intervention model.

Educator Self-Efficacy Results:

Evidence for UURC NCLB participating educators' growth in their knowledge about reading development and instruction can be found in a comparison of pre and post practicum questionnaire data. Educators were asked to score themselves on a number of statements related to reading intervention. The trend in these self-report data for Phase I - Years 1 through 6 show educators' self-efficacy for reading instruction in general, and intervention in particular, improved markedly. Samples of these data follow.

6. (Before participating in a UURC practicum)      [n = 440]
I am very effective at providing intervention for a struggling reader in a one-on-one setting.
strongly
disagree
disagreemildly
disagree
mildly
agree
agreestrongly
agree
10296017612837
 
6. (After participating in a UURC practicum)      [n = 505]
I am very effective at providing intervention for a struggling reader in a one-on-one setting.
strongly
disagree
disagreemildly
disagree
mildly
agree
agreestrongly
agree
10225280197
 
8. (Before participating in a UURC practicum)      [n = 440]
I am able to identify my students' instructional reading levels precisely, using rate & accuracy criteria.
strongly
disagree
disagreemildly
disagree
mildly
agree
agreestrongly
agree
13377512814443
 
8. (After participating in a UURC practicum)      [n = 491]
I am able to identify my students' instructional reading levels precisely, using rate & accuracy criteria.
strongly
disagree
disagreemildly
disagree
mildly
agree
agreestrongly
agree
00130256204
 
After participating in an Early/Next /Higher StepsSM practicum...
Do you plan to use Early/Next/Higher StepsSM with individual students in the future?      [n = 505]
No: 2.8%Yes: 97.2%
 
Have you transferred any Early/Next/Higher StepsSM techniques to other settings (e.g., small group, whole class, "outside the schoolday" tutoring)?      [n = 505]
No: 17.6%Yes: 82.4%