This chart shows the reading gains of 17 first year students at Ben Bronz Academy in 1997-98. To read the details, click here!
To understand why we display student progress on standardized tests this way, click here.
Research at Ben Bronz Academy and The Learning Incentive, Inc.
Recent Research Reports:
May 2000: The Typing Program at Ben Bronz Academy. (coming soon!)
January 2000: The Relationship Between Repeated Readings and Standard Reading Measures. Ian Spence, Susan Sharp, Aileen Stan-Spence, Susan Friedman, Wells Hively.
December 1998: The Impact of the Ben Bronz Reading Curriculum on Student Performance From 1991-92 Through 1997-98. Wells Hively, Aileen Stan-Spence, and Susan Sharp.
July 1997: A Graphic Procedure for Displaying Individual Growth on Standardized Tests. Wells Hively
General Research Possibilities:
We are dedicated to rigorously testing each innovation attempted at Ben Bronz Academy. Under the guidance of our Research Director, Wells Hively, we are collecting several kinds of data. Students are tested upon their admission and in May of every year thereafter. Standardized tests include the Woodcock-Johnson Cognitive Battery, Ravens Progressive Matricies, Wide Range Achievement Test (Decoding, Arithmetic, Spelling), Gates-MacGinitie (Vocabulary and Comprehension), and the Comprehensive Test of Basic Skills in Mathematics. We have designed probes that are carried out three times per year. In writing, our probes yield a grade score and several measures that guide our interventions. In Reading, the probes provide guidance in Decoding and Comprehension.
Daily measures are provided through our one-minute timings that we call fluencies. Students practice these fluencies in typing, digit pad, arithmetic, reading, and vocabulary. The daily measures are usually reported through the Standard Celeration Charts.
A Feedback Point system is also used throughout the Academy. Students earn points ofr any behavior that contributes to their learning. They also earn negative points for any behavior that detracts from learning. Over 30 different pinponts are monitored by the Mediators (teachers) in classes. These points are entered in a data base at the end of each class and are available to Mediators and students to use in decision making.
We have collected far more data than we have been able to analyze and write up. We invite Doctoral candidates and other researchers to join us in studying this data to sharpen our insights. Contact Ian.
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This chart shows the reading gains of 17 first year students at Ben Bronz Academy in 1997-98. To read the details, click here! To understand why we display student progress on standardized tests this way, click here. |