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2006Research Conference | June 15–16

This conference highlighted the work of invited speakers, independent researchers who have received grant funds from the Institute of Education Sciences, and trainees supported through predoctoral training grants and postdoctoral fellowships. The presentations are those of the authors and do not necessarily represent the views of the U.S. Department of Education or the Institute of Education Sciences.
Hyatt Regency Washington on Capitol Hill
400 New Jersey Avenue, N.W.
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Scaling Up Assessment-driven Intervention Using the Internet and Handheld Computers: The Effect of Study Condition on Student Outcome

Kristi L. Santi, The University of Texas at Houston
David J. Francis, The University of Houston
Mary York, The University of Houston
Barbara R. Foorman, The University of Texas at Houston

Abstract: The purpose of this IERI Phase II project is to scale up quality assessment-driven intervention using the Internet and handheld computers (PDAs). The PDA allows scaling up in that it provides a tool for supporting teachers in the administration and interpretation of the TPRI and Tejas LEE so they become expert in linking results to instruction, and understand the research basis for doing so. The 3-year randomized study took place in 200 schools across the state of Texas. The study employed an incomplete 3 (administration format) by 3 (intervention support) by 2 (school setting - urban/metropolitan and rural) design. We examined the effects of administration format (paper, paper+desktop, handheld+desktop) and intervention support (teacher alone, website mentor, and onsite mentor) on students' TPRI and Tejas LEE scores. Only urban schools were in the onsite mentor condition. The two central questions addressed were: (a) the role of technological tools in scaling up early reading assessment, and (b) the level of teacher support needed for effective utilization of assessment results. Results indicate that, for kindergarten and grade 1, rural schools tend to perform better than urban schools. For grade 2, the effect of school setting is moderated by the study year. Furthermore, for kindergarten, the effect of administration format is moderated by study year. For both kindergarten and grade 2, the effect of intervention support is also moderated by study year.