Transcript Marygrove College CREATING COMMUNITY IMPACT   At-risk students (including English language learners and those at-risk for academic failure) do not achieve academic success or.

Marygrove College
CREATING COMMUNITY IMPACT
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At-risk students (including English language
learners and those at-risk for academic failure)
do not achieve academic success or school
readiness through traditional modes of
instruction alone because the delivery method
does not reach each of the multiple intelligences.
Using innovative arts-infused educational
residencies and strategies differentiates
education delivery creating opportunities for
access for every child and especially for English
language learners and those at the lowest level of
academic achievement.
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Today’s economy is a “creative economy” (Florida,
2002; Howkins, 2001). Yet,
educational researchers have paid little attention to
this shift, although it has
profound implications.
Educational historians have repeatedly
pointed out that today’s schools
were designed to meet the
needs of the industrial economy
(e.g., Callahan, 1962); if that economy
is gone, then many methods used in
today’s schools are obsolete
(Bereiter, 2002; Hargreaves, 2003).
Business theorists are paying more attention
to Piaget’s ideas that learning and creating are
fundamentally the same process (Sawyer et al.,
2003); it is commonplace today among business
practice that a creative organization is also a
learning strategy (Senge, 1990).
If all of this is true, then the primary task for
educators is to prepare learners to be capable of
participating creatively in an innovation economy
(OECD, 2000).
To educate for this new economy, schools must
provide opportunities to collaborate in
“knowledge building” activities, through
“disciplined improvisations”. Any subject could
be taught by using disciplined improvisation, but
also engage in effective collaborations. Here is a
place where the arts can contribute—because arts
educators have long emphasized the importance
of collaboration and creativity. (Sawyer, 1999,
2005).
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Marygrove College, established as a fouryear, residential, liberal arts college in Detroit
in 1927, is committed to educating students
from diverse backgrounds and to serving the
people of Metropolitan Detroit and beyond.
The College has 1000 undergraduate
students (78% African American) in 32
majors; and 2,500 graduate students enrolled
in a distance learning Masters in the Art of
Teaching program.
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To improve K-12 students’ successful progress
through core curriculum, Marygrove established
the Institute for Arts infused Education (IAIE) in
January 2006, in partnership with several
accomplished community arts organizations.
Marygrove College IAIE believes that the arts are
transformative tools for engaging all learners.
The Institute improves educational achievement,
creates innovative models for teaching and
learning, and promotes the systemic integration
of the arts into the K-12 core curriculum. This
methodology creates learning communities
where students, artists, and teachers are agents
of positive change.
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Core activity is in-school arts infused
programming.
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Collaborative projects serving students in
pre-school through grade 12
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Community artists and
classroom teachers
use hands-on methods
to pilot innovative curriculum
and improve student performance.
 First
study (2005-2008)
 10 classrooms and 2 comparison
classrooms
 Following same students from 3rd
grade, through 4th and into 5th
 Standardized test scores were
used as assessment instrument
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For the sub-group analysis
eight groups were formed
based on their 2005-06
assessment score and
number of years the child
participated in the
program.
Assessment scores were
sorted from lowest to
highest and divided into
four categories.
Then, each category was
divided further into two
groups based on the
number of years the child
participated in AIE.
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Two groups representing participation were
formed:
◦ “comparison” group (participated 0 or
1 year)
◦ “program” group (participated 2 or 3
years)
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Grouping two years together was also the
best way to ensure that enough cases were
retained for analysis.
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The two categories
used in the analyses
are defined as:
Category 1 =
Lowest scorers:
participated 0 or
once (comparison)
vs. participated 2 or
3 times (program)
Category 2 = Below
average:
participated 0 or
once (comparison)
vs. participated 2 or
3 times (program)
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Baseline/Cleansing Data:
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Sample Size/Statistical Significance:
The analysis
began with testing whether the two groups were
different on the 0506 measure. If they were then an
effort was made to make the groups more similar
In
order to compensate for the very small sample, the
probability level for determining statistical
significance was set at 0.10, instead of the usual
0.05. The minimal sample size for analysis is 4 per
group (there must be one more case than the number
of outcomes (three years). While this analysis is
useful in determining the impact of participation for
this group of children, it lacks sufficient sample size
for making generalizations to a larger population or
for making policy decisions.
In brief, this analysis should be presented as
descriptive rather than conclusive because:
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(1) the sample size is very small, and
(2) there is insufficient data to take into
account which school the child is from (i.e.,
nesting is ignored).
RND Category 1: Lowest scorers – significant differences found
The program groups shows significant improvement over the years
(both lines have significant slope) where the comparison group does
not show improvement over the years (its line is flat). However the
difference between the groups (i.e., the distance between the lines) is
significant for AY0506 (p=.06) and AY0708 (p=.06). Even though
cases were removed in order to make the means equal at baseline
(AY0506) the groups remained significantly different. Given the
magnitude of difference at 0708, it would be difficult to not attribute
this improvement to participation in AIE.
50
45
40
35
30
Comparison
25
20
Intervention
15
10
5
0
AY0506
AY0607
AY0708
LNG Category 1: Lowest scorers – significant differences found
The comparison and program groups show significant improvement
over the years (both lines have significant slope). There is also
significant difference between the groups for AY0607 only (p=.08); but
the groups are not significantly different for AY0506 or AY0708. Even
though the 0708 difference is larger than 0607, there is more variation
in 0708.
50
45
40
35
30
Comparison
25
Intervention
20
15
10
5
0
AY0506
AY0607
AY0708
MTH Category 2: Below average scorers – significant differences found
There is significant upward trend for the Program participants showing
significant improvement over the years (both lines have significant
slope). There is a significant difference between means for year
AY0607 only.
60
50
40
Comparison
30
Intervention
20
10
0
AY0506
AY0607
AY0708
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Same intervention
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Different research
◦ Pre/post instrument
designed by teachers
◦ No standardized tests
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A reading pretest and posttest was developed
based on the 3rd grade Dolch vocabulary using the
blueprint approach to test construction.
Teachers from five elementary schools developed
the test blueprint, where each topic was
sequenced, broken down into sub-competencies,
and weighted for importance.
Next, a table of specifications was used to assign
the cognitive level to each skill (i.e., recall,
application, problem solving).
A task analysis was completed to differentiate
prerequisite and enabling skills from the subcompetencies, of which only the latter appear on
the test.
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A 250 word vignette serves as the reading
stimulus.
Fifteen of the items assess the cognitive
reading skills, and the remaining two items
pertain to the affective domain.
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SPSS 17 and MicroCat 3.5 software
were used to input and cleanse
the data. Spearman Brown, a
measure of internal consistency
reliability, for the 15 item reading
skills subscale was .82. The
reliability estimate for the 2 item
affective subscale was .86. Thus,
both subscales have excellent
reliability evidence.
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First year data: At the pretest, there were N=232
students. The mean score was 66.2% (σ = .18). A
passing score of 70% was obtained by only 56.4%
(131/232) students, of whom 2 (< 1%) scored
100%. At the posttest, there were N = 172
students. The mean score was 82.7% (σ = .15). A
passing scores of 70% was obtained by 86%
(148/172) students, of whom 33 (19.2%)
obtained perfect scores.
A paired samples t test was conducted to
confirm the post test scores were
statistically significantly improved based
on the AIE intervention. The obtained t
was 9.46, df = 167, p < .000. The
estimated effect size (a measure of the
strength of the intervention) was .88,
which Cohen (1988) identifies as a
“large” treatment effect. Thus, the AIE
intervention has brought about a huge
difference in students’ mastery of the 3rd
grade Dolch vocabulary.
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The evaluation instruments for these projects
were three point Likert scales using Michigan
Department of Education’s grade level content
expectations in the arts for individuallymeasured items. Instruments were developed by
artists and evaluator using specific behavioral
indicators for criterion-related validity. A preand post-Likert grid, scored for each student by
the artists, was used for stability, reliability, and
internal consistency (scorer reliability). The
individual student’s tests were then compared
and measured for increase/loss of skill.
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3rd grade—Theatre Arts
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Total students tested: 39 
Out of the 39 students
tested, 95% increased
their skill level while the
rest remained the same.
Forty-nine percent of the
students achieved a two
point gain or more and
46% gained one point.
The area that increased
the most for students
was the ability to identify
and describe different
characters though vocal
expression.
3rd grade—Mime
Total students tested: 47
Out of the 47 students
tested, 68% increased
their skill level while the
rest remained the same.
In one classroom, the
largest area of growth
was in analyzing in
context followed by
collaboratively planning.
In the other classroom,
the largest area of
growth was
demonstrating skill in
pantomime.
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3rd grade—Visual Arts
Total students tested: 30
Out of the 30 students
tested, 77% increased
their skill level while the
rest remained the same.
Fifty-three percent of the
students achieved a two
point gain and 20%
gained more. The area
that increased the most
for students was the
ability to examine how
art expresses cultural
traditions.
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3rdh grade—Music &
Movement
Total students tested:
66
Out of the 66 students
tested, 70% increased
their scores overall,
while the remaining
stayed the same. The
largest increase was
in using invented or
standard notation to
transcribe
increasingly difficult
rhythms.
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4th grade—Poetry
Total students: 21 tested
Out of the 21 students
scored in the
intervention, 81%
increased their overall
scores. Five percent of
students showed a loss
on scale and 14%
remained at the same
level. Twenty-four
percent increased their
scores by over 2 points
(on a 5 point scale), and
57% had a 1 point
increase. The largest
increases were seen
across the writing,
speaking, and listening
competencies.
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4th grade—Visual Arts
Total students: 11
tested
Out of the 11 students
scored in the
intervention, 82%
increased their overall
scores by 2 points
and 18% remained the
same. The largest
gain in scores was
seen in descriptions
of how artwork
communicated facts
and/or experiences of
different cultures.
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5th grade—Dance
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5th grade—Theatre
Total students: 54 tested
 Total students: 28
Out of the 54 students
tested
scored in the intervention,
98% increased their overall
 Out of the 28 students
scores: 89% by 2 points or
scored in the
more and 9% by 1 point. Two
intervention, 100%
percent remained the same.
increased their overall
The largest gain in scores
scores: 82% by 2 points
was seen in different areas
or more. The largest
in different classrooms. In
classroom #1, the largest
gain in scores was in
gain was made in student’s
student’s ability to
ability to perform shapes at
define characters
low, middle, and high; in
through vocal
classrooms #2 & #3 the
expression.
largest gain was seen in the
ability to observe and
describe the elements of
dance.
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5th grade—Poetry
Total students: 27 tested
Out of the 27 students scored in the
intervention, 74% increased their overall
scores: 22% by 2 points or more and 52% by 1
point while 19% remained the same and 7%
had a loss on scale. The largest gain in scores
was seen in different areas in different
classrooms. In classroom #1, the largest gain
was made in student’s ability to write poetry
based on reading other appropriate poetry; in
classrooms #2 the largest gains were seen in
word study and speaking abilities.
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Living Arts is dedicated
to strengthening the
neighborhoods of
Southwest Detroit by
cultivating an
environment that
sparks the imagination
and fosters ingenuity
through the arts and
community
development initiatives.
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A large majority (86%) of the intervention
schools had baseline data that aligned with
the two lowest comparison groups (18%).
Intervention schools also have high numbers
of ESL students: the six lowest scoring
schools had 47.37% of the population as ESL
students, (three of those having over 75%),
and 6 schools who were just higher on
baseline had 33.47% (three of those having
over 50% ESL).
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HighScope Educational Research Foundation’s Child Observation
Record (COR) is a 32-item observation-based instrument
providing systematic assessment of young children's knowledge
and abilities in all areas of development.
The COR psychometric norming studies on N = 393 PK students
at two sites in Michigan yielded internal consistency reliability
estimates of about .93 for the entire scale, with subscale
reliabilities ranging from of approximately .89, .80, and .83 for
the Initiative and Social Relations, Creative Representation and
Movement and Music, and the Language and Literacy domains,
respectively.
The inter-observer agreement was .73 for the entire scale, and
about .70 for the relevant subscales to be used in this project.
Factor analytic analyses indicated mild loadings of
approximately.57 (based on n = 139) for Domain 2, and
approximately .62 (for non-duplicated loadings) for the Domain
3 (n=133).
COR Data
COR data is reported in six section and multiple sub-sections.
The six main sections and their subsections include:
Initiative
Makes choices
Solves problems
Initiates play
Personal needs
Creative Representation
Makes & builds
Draws and paints
Pretending
Language/Literacy
Listening
Vocabulary
Speech
Sounds
Books
Letters
Reading
Writing
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Social Relations
Relates to adults
Relates to children
Resolves conflicts
Expresses feelings
Movement/Music
Moves in ways
Moves with objects
Steady beat
Moves to music
Singing
Math/Science
Sorting
Patterns
Comparing
Counting
Position
Sequence Materials
Living Things
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14 Vista Nuevas Head Start venues were
geared toward ensuring that students enter
school ready to learn.
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Over all indicators the intervention students
achieved a higher percentage increase than the
comparison schools. In all subsections, students
either increased or stayed even with their
comparison schools.
Movement/Music: for lowest level learners the
increase was 35% higher than comparison, and
next level it was 41% higher than comparison
Language/Literacy: for lowest level learners the
increase was 43% higher than comparison, and
next level it was 39% higher than comparison; the
largest increase for lowest level learners was the
COR item dealing with reading.
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Math/Science: Surprisingly, for lowest
level learners the increase was 34%
higher than comparison, and next level it
was 49% higher than comparison; largest
increases were seen in sorting and
comparing (identifies similarities
between objects and uses comparison
words or measuring tool and states
results), but other large increases were
seen in patterns (identifying or
extending patterns), and position (using
distance or direction words)
In addition to those results, the High-Scope instrument has other “indicators
over time”. They include:
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Head Start Domains
◦ Language development
◦ Literacy
◦ Mathematics
◦ Science
◦ Creative arts
◦ Social and emotional development
◦ Approaches to learning
◦ Physical health and development
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Head Start Required Elements
◦ Phonological awareness
◦ Book knowledge and appreciation
◦ Print awareness and concept
◦ Number and operations
Head Start Indicators
◦ Receptive vocabulary
◦ Receptive English
◦ Communicating information
◦ Expressive English
◦ Awareness of word sounds
◦ Words as unit of print
◦ Alphabet letters
◦ Letter sounds
For these three categories and subsections, students in
the intervention classes outperformed their comparison
counterparts:
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Head Start Required Elements: intervention groups have
a higher increase in scores than comparison for lowest
level learner by 32% and the next level by 27%;
phonological awareness was the largest increase for
lowest level learners and that was 39% higher increase
than for comparison and for next level of learners the
highest increase was seen in print awareness and that
increase was 34% higher than comparison.
Head Start Indicators: intervention groups have a higher
increase in scores than comparison for lowest level
learner by 37% and the next level by 32%; higher scores
were seen in receptive vocabulary, communicating
information, and recognizing words as unit of print.
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Head Start Domains: intervention
groups have a higher increase in
scores than comparison for
lowest level learner
by 36% and the next
level by 40%;
once again the
largest increase
was seen in
domain 3:
mathematics—average
of 43% higher than comparison.
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This is preliminary evidence
There is a large impact
The impact becomes evident over time
The impact is across disciplines
There is a large impact in arts learning
AND other core subject area learning
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Embarking on 5-year study
◦ Corporation for National and Community Service’s
Social Innovation Fund
◦ Large sample size
MODERATE level of evidence