But What Do You Do with the Data
Jan Matthews janamelia@janamelia.com Matthews is an educational consultant with Amelia Educational Consulting Inc. and a former instructional lead teacher. Susan Trimble is an associate professor in the Department of Teaching and Learning at Georgia Southern University. Anne Gay is an instructional lead teacher for Camden County (GA) Schools and an adjunct professor of mathematics at Armstrong Atlantic State University. But What Do You Do With the Data?
A causal-comparative study of the affects of benchmark assessments on middle grades science achievement scores
The purpose of this causal comparative study was to test the theory of assessment that relates benchmark assessments to the Georgia middle grades science Criterion Referenced Competency Test (CRCT) percentages, controlling for schools who do not administer benchmark assessments versus schools who do administer benchmark assessments for all middle school students including those enrolled in Special Education (SPED) and English to Speakers of other Languages (ESOL) programs across the state of Georgia. CRCT pass percentages were collected from fifteen schools that administered benchmark assessments and fifteen schools that did not administer benchmark assessments. The data was collected from The Governor’s Office of Achievement website. A t test was used to determine if there was a statistically significant difference between eighth grade science CRCT pass percentages of schools who administer benchmark assessments compared to those schools who did not administer benchmark assessments. The t test resulted in no statistically significant difference for the whole group and the SPED group; however, there was a statistically significant difference for the ESOL group with the non-benchmark mean being higher than the benchmark mean. Future research was recommended that included determining if a correlation exists between the number of assessments administered each year and standardized test scores, the impact ACCESS (Assessing Comprehension and Communication in English State-to-State) scores have on standardized test scores, the impact of English proficiency on standardized test scores, and determining if teachers who use data gained from benchmarks have a positive impact on standardized test scores compared to those teachers who do not use the data obtained from benchmark assessments to drive their instruction.
Nonprofit Communication and Fundraising in China: Exploring the Theory of Situational Support in an International Context
Using a survey of 586 college students from Beijing, China, this study tested the theory of situational support by exploring Chinese students’ motivations to participate in nonprofit fundraising events. This study also compared theory variables between Chinese and U.S. college students by looking at similar data from a survey previously conducted with 514 U.S. students. There were differences between the two groups regarding constraint recognition, subjective norms, attitudes toward fundraising, and other variables, perhaps because of Confucianism, collectivism, and other differences between China and the United States. The findings generate a range of theoretical and practical implications including how nonprofit practitioners in China might develop better communication and messaging strategies to segment publics, motivate potential donors, and advance future fundraising efforts.