NDP Center Evaluation of Meausring Up

National Dropout Prevention Center’s evaluation of Measuring Up reveals students experienced substantial academic progress

Overview

During the 2016–17 school year, the National Dropout Prevention Center/Network conducted a year-long study of the Measuring Up program and its impact on student outcomes measured by both Measuring Up Live 2.0 – Insight and state-administered assessments. The focus of the evaluation was to determine the effect of both the digital Measuring Up Live 2.0 program and the print Measuring Up Instructional Worktexts on both ELA and Mathematics scores. Two methods were used for this evaluation:

• quantitative data collection using pre- and post-program assessment scores and
• qualitative data collection from student and teacher questionnaires and classroom observations.

In all schools, Measuring Up Insight scores were used to measure growth in ELA and Mathematics, and state-administered assessment scores were used to measure growth in Mathematics. The results of this study revealed that the Measuring Up program positively affects learning goals and better prepares students for ELA and Mathematics assessments.
 
Quantitative Findings

Student scores were collected pre- and post-program to assess gains over the school year. Measuring Up Live 2.0 – Insight scores were gathered for ELA and Mathematics before implementation and near the end of the program usage as a post-assessment. A range of grade levels from 4 through 8 were assessed in ELA and Math at each school.

State-administered Mathematics assessment scores from the previous school year were used as a pre-program benchmark, and then post-program growth was measured using scale scores from the 2016–17 school year.

Qualitative Findings

In addition to providing assessment results, evaluation of the program included classroom observations and questionnaires. Overall, both students and teachers were satisfied with their experience using Measuring Up (print and digital) and felt that they were better prepared for tests in ELA and Mathematics. Students indicated that the digital program was easy to use, especially in areas where they struggle with the material, and they appreciated the immediate feedback provided by the program. In open-ended questions, students liked that the program “helps me understand things better” and that it “tells me what I got wrong and gives me a hint, and then I can try again.” One student indicated that Measuring Up is “fun, easy, and helps my ability to do better.”

Teachers also felt that the program was easy to use and that they would benefit from additional professional development for the program, a service provided by the Measuring Up implementation team. Teachers were appreciative of the print materials when technology was unavailable due to connectivity or bandwidth. The overwhelming majority of teachers agreed that their students were better prepared for assessments because of Measuring Up.
 
Factors That May Predict Positive Outcomes

Implementation varied significantly from school to school and from classroom to classroom. Teacher training prior to implementation of the program was found to be a significant attribute towards success. All four schools saw gains in student achievement, regardless of implementation and training scenarios. In addition, students tended to prefer the digital version of the program. However, since access to technology in some classrooms was limited, teachers often gravitated to the print materials. The blended solution (print and digital) that Measuring Up offers promotes differentiated instruction and independent practice, and allows for various coaching techniques in the classroom.  As shown by the study, struggling students displayed substantial academic growth, even with differing levels of implementation, participation, and access to technology.  

Complete findings within the National Dropout Prevention Center/Network Measuring Up Evaluation Technical Report can be found on our website, www.masteryeducation.com/research.html.

How Curriculum-Based Assessment Improves Education

As public schools are increasingly expected to be accountable for student progress measurements, educators know just how critical it is to perform periodic assessments. Educators can use assessments to measure how well students perform on the curriculum and progress towards standards mastery. Data from assessment results provide educators with valuable knowledge to pinpoint areas in which students need additional work and modify or target curriculum to ensure student success.

Educators employ curriculum-based assessments (CBA) to understand student progress and to differentiate curriculum to student needs. Many educators benefit from the use of measurement tools and tracking resources to leverage CBAs to the advantage of their students and schools.

How CBA Work

Students are expected to master several curriculum objectives over the course of an academic year. CBAs simply allow educators to measure student progress along the way. The technique links instruction with assessment and enables teachers to “specify instructional goals.”

Students learn in a variety of manners (with some exhibiting differing learning styles by subject), so it is important to adapt to students’ needs to ensure their success. CBA evaluations are often performed weekly. They are brief and offer insight into student progress so that teachers can adjust their methodologies and adapt to the students’ needs. Also, providing measurable, real-time, and actionable data is critical to success.

Examples of CBA in Action

According to the National Association of Elementary School Principals, nearly 30 years of empirical evidence show that CBAs are an effective, scientific strategy for improving student performance. However, teachers are often skeptical of CBA techniques, much of which could be due to educators being unsure of how to implement the strategy.

Many examples demonstrate that educators are effective when equipped with curriculum-based measurement (CBM) tools. Special education teacher Candyce Ihnot has been using CBAs in her classroom for 22 years. Although originally skeptical, Ihnot is now an advocate of the strategy because she has the necessary tools. In her experience, CBAs give her the following teaching advantages.

• They offer evidence of learning progress for students, educators, and parents.
• They identify specific learning struggles early.
• They increase efficiency by indicating which instructional strategies are or are not effective.

Mr. Smith, an elementary reading teacher, learned to use CBA evaluations along with typical assessments like unit tests and projects. CBAs, he explains, differ from other forms of testing because they allow him to measure student progress on specific skills. For example, he uses CBAs to track student reading fluency and adapts his instruction to the exact struggles students face with this skill.

Implementing CBA

CBAs are such effective and vital techniques for educators; thus, it is important to provide tools to help effectively implement them. Tools that provide standardized measurements can help educators group students based on support needs or targeted interventions.
In Measuring Up Live 2.0, educators not only have access to assessments written to meet the rigor of their state’s testing but also robust data and reporting. Real-time, actionable reporting helps measure student performance, growth, and standards proficiency. Students even have access to their own reporting dashboards, putting them in control of their success and growth. By providing educators with real-time results, they can prescribe automatic practice within the adaptive practice section of the program, modify their instruction, or target intervention to the skills deficiencies each student needs.

Learn more about how Measuring Up Live 2.0 can help educators effectively implement CBAs today.