Action Research Plan
Goal: Through action research, determine if same gender classrooms can benefit student learning. |
Action Steps: | Person(s) Responsible: | Timeline : Start/End | Needed Resources: | Evaluation: |
Request list of students | Jan Cowan Jana McClane | March 2011 | Counselor’s time to generate list | Feedback from counselor |
Segregate list for different middle schools | Jana McClane Carla Williams | March-April 2011 | Counselor’s time | To assure proper separation of students |
Research data from TAKS scores in 6th grade | Jana McClane Carla Williams | April 2011 | Time Access to past records | This will provide data on the gender year instruction |
Pull test scores from previous years TAKS | Carla Williams | April - May | DMAC program provided by school district | To assess scores before same gender classes |
Check benchmark scores from current school year | Carla Williams ELAR teachers | May – June | Staff time to access records | To check progress |
Receive TAKS writing scores from the state | Carla Williams Laurie Perry | May - June | DMAC program Staff | To compare past results to current |
Receive other subject TAKS scores from the state | Carla Williams Laurie Perry | May - June | DMAC program Time Staff | To compare past results to current |
Select students not in same gender classes to compare data | Jana McClane | June – July | Staff Team Members DMAC Time | To compare student’s scores |
Pull scores from non-gender class students from 6th grade 2009/10 | Carla Williams Laurie Perry Jana McClane | July | DMAC program Time | To compare scores from gender to non-gender groups |
Collect scores from previous TAKS and current 7th grade TAKS | Carla Williams Laurie Perry | July | DMAC program Time | To compare past results |
Use data acquired to compare same gender classes to non-same gender classes | Carla Williams | August – September | Access to data collected Microsoft Excel | Comprehensive presentation |
This is a great topic! We have been dividing our 8th grade science classes for two years now, and it has been so beneficial, especially to our girls. In analyzing TAKS data, we found that twice as many boys as girls were passing the science test. The next year we separated them, and girls scores increased significantly. Time will tell if the same will be true this year, but I think it will continue to prove valuable. I look forward to seeing if your data produces the same results!
ReplyDeleteThanks for the info Amanda. I hope after my research, my school will make changes if needed in order to improve our science scores.
ReplyDeleteCarla,
ReplyDeleteThis is very thought-provoking. I have published in the areas of civil rights and education, have served as an expert witness and court appointed expert in desegregation cases, and raised on the Brown v. Board of Ed ruling "separate is never equal." But more educators are looking at single gender classrooms and campuses. Be sure to review the research on this topic from the AAUW - American Association of University Women.
Dr. Jenkins