How Effective is Your Science Program? Really?
How to do a district-wide science
program evaluation.
George W. Stickel & Sally Creel
Cobb County Public Schools, Georgia
NSTA Presentation
30 March 2008
Why Do a Program Evaluation?
• An external reason
• An internal reason– Navigation--where we are & want to be
• A district reason– GAPSS
Data (backward design then & now)
• Backward design--then, go back to some early notes
• Backward design--now, GAPPS & strategic planning
Data
• Techniques,
• Processes,
• Procedures of reporting used to gather data
Data Collection[explicate each of these with handouts]
• Assessments– CRCT– ITBS– EOCT– GHSGT
• Surveys
• Observations
Data Analysis
• National scene
• State scene
• Metro-Atlanta (similar districts)
• Similar out-of-state districts
Data Reporting
• District Teachers– Instructional Material Adoption– Strategic planning
• Board of Education– Why do they care?
• They spent $ for texts• Ultimately responsible
The Report (what it looked like)
• For text adoption
• Physical report (the tome)
• Board presentation
Report: Instructional Materials Adoption
• Philosophy and Principles• Current Trends & Issues in Science Educ• Summary of Science Needs• Test Data• Implications for Selecting Science Materials• Identifying Effective Instructional Resources• Professional Development• FAQs
Report: The Actual Document
• Five components
• Data
• Survey Questions
• Analysis
• Conclusions
Report: Board Presentation
• What to include
• What not to include (Own sandbox)
• The actual slides
Investigating the Cobb County Science Education Program
K-12Program Evaluation
January 29, 2008
Cobb county Public Schools
International & National Science Trends
• Economic concerns
• STEM initiatives
State and LocalScience Trends
• Georgia Performance Standards
• Assessment Results
•2007 CRCT was GPS for Grades 3-7; 2006 CRCT was GPS for Grades 6 & 7.
•All 8th grade scores are based on QCC, not GPS.
Scores for FY 07 are GPS assessed and are more performance based.
EOCT Scores for Biology
0
10
20
30
40
50
60
70
80
90
100
Fall FY 05 Spring FY 05 Fall FY 06 Spring FY 06 Fall FY 07
Cobb Biology
GA - Biology
EOCT Scores for Physical Science
0
10
20
30
40
50
60
70
80
Fall FY 05 Spring FY 05 Fall FY 06 Spring FY 06 Fall FY 07
Cobb Physical Sci
GA - Physical Sci
Scores for FY 07 are GPS assessed and are more performance based.
% of Students Passing Science Section of GHSGT
64
66
68
70
72
74
76
78
80
82
84
2004 2005 2006 2007
Cobb
Georgia
Observations of Science Teaching in Cobb Schools
Teac her Centered
Performance Tasks
Laboratory Total Observations
Elementary Schools
15% 30% 55% 54
Middle Schools
53% 33% 14% 43
High Schools
35% 36% 11% 28
All elementary observations were announced. Middle and high observations were unannounced.
Teacher Survey &Classroom Observation Results
Teachers are comfortable with labs & performance tasks
Laboratory & performance tasks use limited
Teachers knowledgeable of science content & process
Characteristics and content of science integration is minimal
Teachers use writing assignments
Writing use ineffective for critical thinking and comprehension
Teachers use some effective strategies
Strategies not used systematically or comprehensively
Comparable Science Programs
• Cobb students comparable with national & state trends– Limited comprehension of science
concepts– Limited ability to apply concepts– Limited number seek STEM or medical
careers
Strengths in Cobb Science Education
• Teachers (gifted, flexible, sensitive of student needs)
• Strong State Science Curriculum
• Good science facilities with adequate resources at many schools
Science successes
• F1 Racing, 1st 5 places at State
• Teachers receiving grants
• Elementary science teacher of the year, State of GA
Weaknesses in CobbScience Education
• District focus on English/Language Arts & Math• Effective use of performance based learning• Limited classroom use of higher level thinking • Teachers understanding of science (particularly
as you move from 12-K)• Science resources• Use of data• Student readiness for science
Recommendations (old)• Cultivating science literacy
• Cultivate strong elementary science program– Designated time for science– Establish lab supply ordering system
• Increased funding for laboratory supplies
• Comprehensive use of performance tasks
• Systematic use of critical thinking
Recommendation 1
• Cultivate strong elementary science program– Designate time for science– Increase science understanding among
teachers
Recommendation 2
• Build capacity for teaching inquiry-based GPS science– Increase the focus on student-centered
inquiry tasks– Make critical thinking explicit within inquiry– Incorporate student self assessments
strategies
Recommendation 3
• Commit to consistently funding science consumable resources K-12
• Improve effectiveness assessment techniques (formative & summative)
• Align science performance tasks with GPS
• Refine science pedagogy K-12• Transitions years….
Recommendation
• Require performance-based science in the elementary classroom
Where we wanted to go then,
• Where we want to go now
Now What?
• Data based decision making
• A Strategic Plan