Achievement Analysis 2014 Programmes for Students:

Accelerating Learning in Literacy (ALL), Accelerating Learning in Mathematics (ALiM), Mathematics Support Teacher (MST)

Publication Details

This report presents a summary of student achievement analysis from Programmes for Students (PfS) 2014: Accelerating Learning in Mathematics (ALiM), Mathematics Support Teacher (MST) and Accelerating Learning in Literacy (ALL). The initiatives aim to accelerate progress of students below or well below the National Standards.

Author(s): Analysis and Research, Ministry of Education.

Date Published: August 2016

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Summary

Overall, students participating in these programmes in 2014 made accelerated progress that met or exceeded that expected from a student over two terms. Some ALiM and ALL students reached or exceeded expected achievement levels for their year level. However, most MST students, on average, did not reach achievement norms expected for their year levels. Generally, in all three programmes (ALiM, MST and ALL), similar levels of progress were made by both male and female students, and students from all ethnic groups.

Programme for Students: Accelerated Learning in Mathematics (ALiM)

Measure
Made accelerated progress?
Results for groups of students by gender, ethnicity and age.
More than 2 terms progress? Reached expected year level?
PAT Maths Yes. All groups except Year 4 Pasifika students made at least two terms progress. For some. ALiM students in Year 4 exceeded the achievement norm, and students in Years 5, 6, 7 and 8 reached or almost reached the achievement norm. Progress was variable across ethnic and year groups. Compared to other ethnic groups, Māori students made the most progress at Years 5, 6, 7 & 8.
Movement on the Number Framework Yes. Students made around 1.25 years of progress. Not stated in reporting Progress made during ALiM was similar for each of the demographic sub-groups.
Programme for Students: Mathematics Support Teacher 1 (MST1)

Measure
Made accelerated progress?
Results for groups of students by gender, ethnicity and age.
More than 2 terms progress? Reached expected year level?
PAT Maths Yes. Students showed, on average, equivalent progress of 4 terms or more for each year level. No. For students overall, the post-test level, on average, was below the students' respective year level. There were similar patterns of progress across ethnic groups – the scale score for each ethnic group improved by 4 terms or more for all year levels. Māori students made the most progress at Year 5 but did not have the highest PAT:Maths score after MST1 at any year level. Pasifika students made the most progress in Years 4, 6, 7 and 8 and had the highest post PAT:Maths score after MST1 in Year 8.
Movement on the Number Framework Yes. Over the course of the intervention, students made about 1.3 years of progress. Not stated in reporting Progress made during MST1 was similar for each demographic sub-groups but older year levels (Years 7 & 8) made greater gains on average than the younger students (Years 4, 5, & 6).
Programme for Students: Mathematics Support Teacher 2 (MST2)

Measure
Made accelerated progress?
Results for groups of students by gender, ethnicity and age.
More than 2 terms progress? Reached expected year level?
PAT Maths Yes. All groups, on average, made accelerated progress. No. For students overall, the post-test level, on average, was below the students' respective year level. There were similar patterns of progress across ethnic groups – the scale score for each ethnic group improved by 4 terms or more for all year levels. Māori students made the most progress in Years 4, 5 and 7 and had the highest scores after MST2 in Years 4 and 8. Pasifika students made the most progress in Year 8.
Movement on the Number Framework Yes. Over the course of the intervention, students made about 1.3 years of progress. Not stated in reporting Progress made during MST2 was similar for each demographic sub-groups but older year levels (Years 7 & 8) made greater mean gains than the younger students (Years 4, 5, & 6).
Programme for Students: Accelerated Learning in Literacy (ALL)

Measure
Made accelerated progress?
Results for groups of students by gender, ethnicity and age.
More than 2 terms progress? Reached expected year level?
STAR Yes. Students at Years 3 to 8 showed mean progress that exceeded the expected progress across three terms. For some. Students in Years 3, 4 and 8 reached reading achievement norms, while students in Years 5, 6, and 7 almost reached achievement norms. Results from STAR varied for male and female students. Groups are too small to make meaningful comments about when looking at the results by year level for students of different ethnicities. Compared to other ethnic groups, at most year levels Māori students had the lowest post programme STAR scores (with the exception of Year 7), but differences were small.
e-asTTle Writing Yes. At all year levels, students made more progress than the e-asTTle norm expectation for a year. For most. Students in Years 2, 3, 4, 5, 7 & 8 reached the expected level. Students in Year 6 were just below the expected average level score. Progress was accelerated when compared to expected progress for all New Zealand students for all demographic subgroups. On average all groups except Year 6 Māori students reached or exceeded their age equivalent level. Māori students at Year 6 almost reached their age equivalent level.
Pasifika students make the most progress in Years 3, 4, 5, and 6; and have the highest post ALL score at Years 5 and 6.
Observation Survey Overall students aged between five and seven years made accelerated progress with an average gain of one or more stanines during the ALL intervention on four of the five measures. For some. More students in older age bands reached the expected stanine. Students aged over 6.5 years reached the expected stanine in all five measures. Females made greater mean stanine progress than males in most age groups across Letter Identification and Concepts About Print. Generally all ethnic groups in the 5.5 to 7 year age bands reach or exceed expected stanine levels with Letter Identification and Concepts About Print. The amount of progress made by the various ethnic groups varies between year levels; however, Māori students in all age bands had the lowest stanine results after ALL.


More specifically, by the end of the programmes:

Accelerating Learning in Mathematics (ALiM)

  • On average, ALiM students in Years 4 and 7 began the initiative below National Standards and ALiM students in Years 5, 6 and 8 began the initiative well below (ie, more than one year below) National Standards. With the exception of Year 4 Pasifika students, all ethnic groups in Years 4 to 8 made accelerated progress (looking at PAT: Mathematics scores) – that is, they exceeded the expected progress that would be made over two terms by all New Zealand students.
  • Students in Years 4 to 8 generally reached or almost reached achievement norms, with most ethnic groups at each year level reaching or nearly reaching PAT:Mathematics achievement norms for their year level.
  • Students in Years 2 and 3 also made progress (measured against the stages in GloSS) but not to the same extent as older students (Years 4 to 8).
  • Students on average made 1.25 years of progress in 2014 (GloSS data).
  • Eighty-four percent of students moved up at least 1 stage on the Number Framework (GloSS data).

Mathematics Support Teacher 1 (MST1)

  • On average, MST1 students began the initiative well below National Standards. All year groups, on average, made accelerated progress (that is, they exceeded the expected progress that would be made over two terms by all New Zealand students).
  • Judged by PAT: Mathematics scores:
    • progress of four or more terms was achieved by both male and female students
    • all ethnic groups made progress equivalent to expected progress of four or more terms at all year levels.
  • Eighty-one percent of students moved up at least one stage of the Number Framework after the MST intervention (GloSS data).
  • Although progress was made, few students, on average, reached the level equivalent to Term 1 or higher of their respective year level. Most students, on average, were less than 1 year level below expected levels following the programme.

Mathematics Support Teacher 2 (MST2)

  • On average, MST2 students began the initiative well below National Standards. All year groups, on average, made accelerated progress (that is, they exceeded the expected progress that would be made over two terms by all New Zealand students).
  • Judged by PAT: Mathematics scores:
    • progress of three or more terms was achieved by both male and female students at all year levels
    • all ethnic groups made progress equivalent to expected progress of four or more terms at all year levels.
  • Eighty-four percent of students moved up at least one stage of the Number Framework after the MST intervention (GloSS data).
  • Although progress was made, few students, on average, reached the level equivalent to Term 1 or higher of their respective year level. Most students, on average, were less than 1 year level below expected levels following the programme.

Accelerating Learning in Literacy (ALL)

Writing
  • Students who participated in writing programmes made accelerated progress, with students in all years making more progress than the e-asTTle writing norm expectation for their year.
  • Post programme e-asTTle scale scores for students at all year levels except Year 6 were at or above expected levels. Average e-asTTle scores for students in Years 6 were just below the expected level.
Reading
  • Students made accelerated progress in reading progress using the STAR assessment, with students in Years 3-8 showing average progress that exceeded the expected progress across three terms. Students in Years 3, 4 and 8 reached reading achievement norms, while students in Years 5, 6, and 7 almost reached achievement norms.
Junior Literacy
  • Students aged between five and seven years made accelerated progress with an average gain of one or more stanines during the ALL intervention on four of the five measures. Students did not make accelerated progress with Recording Sounds in Words.
  • In junior literacy, the expected stanine level was not met by every age group in each of the five Observation Survey measures. In each age band where students had not met expected stanine levels, the students' test average at the end of the ALL programme was less than one stanine below the expected level.
  • Generally, males and females and all ethnic groups made accelerated progress in reading and writing. Female students generally had higher post test scores than male students. At most year levels Māori students had lower post test scores than students from other ethnic groups; however, differences between groups were small.

Footnote

  1. Accelerated progress means learning progress showing: a noticeably faster, upward movement than might otherwise have been expected by the trend of an individual's own past learning; and a rate faster than classmates progressing at expected rates in order to achieve equitable outcomes; and that it brings the learner achievement level to that consistent with, or beyond, a set of benchmarks or standards. (NZ Curriculum National Standards.)

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