SAM Implementation in School A
School A in the Ravenswood City School District started SAM in 2003 school year. School A serves K-8 and has about 570 students enrolled. About 88% students are economically disadvantaged. About 75% students are English learners.
SAMAN Score Changes
3. General education teachers assume responsibility for all students at the school
5. School is organized to provide all accommodations to students in such a way as to maximize the number of students who will benefit
6. All students are taught in accordance with the general curriculum
11. School personnel use a uniform, non-categorical lexicon to describe both personnel and teaching/ learning functions
15. SAM implementation at the school site is fully recognized and supported by the District
The scores from June 07 and Oct. 07 are follow-up data after intensive support from the SAMSCHOOLS LLC team. Although SAMAN scores decreased a little bit, the school is maintaining SAM features at the school.
California Standardized Test (CST) Scores and SAMAN
The following graph describes students' CST scores and SAMAN mean scores over four years. The left-side vertical axle indicates the CST score for the bar graph and the right-side vertical axle indicates the SAMAN score for the line graph.
Mean scores on CST among cohort matched students (scores of the same group of students in successive years) increased from 2003 to 2006 school year. The patten of score change in SAMAN is almost same as CST score change.
English and Math Score Trends in California Standardized Test (CST)
The following graph shows the proportion of students at/above and below proficiency level on CST English and Math.
After SAM implementation, the proportion of students at/above proficiency level increased on both CST English and Math. 9% of students were at/above proficiency level on CST English in 2003 school year. In 2006 school year, the proportion of students at/above CST English proficiency level reached 15%. On the other hand, the proportion of student below proficiency level decreased from 53% (2003) to 44% (2006).
Student proportion at/above CST Math proficiency made a steady progress from 15% (2003) to 24% (2006) and proportion below CST Math proficiency decreased from 45% (2003) to 38% (2006) in the mean time.
California Standardized Test (CST) Scores for Students with Special Needs
The following graphs shows CST score progress for students with special needs.
CST scores of 20 cohort matched students in the special education program increased on both English and Math CST. Match CST scores, in particular, increased from 258.2 (2004) to 273.2 (2006). CST scores in 2007 (2006-2007 school year) decreased a little; however, the school maintained increased scores on CST.
California English Language Development Test (CELDT) Progress
Longitudinal CELDT scores were analyzed with Repeated Measure ANOVA (Analysis of Variance). In the analysis, CELDT scores of students who took the test in all 2002, 2003, and 2004 year were extracted and analyzed. Repeated Measure ANOVA results showed that there was a statistically significant difference among 2002, 2003, and 2004 year CELDT scores, F(1.802, 445.013) = 152.34, p < .001. The Tuckey's HSD post hoc test was followed to compare between any two year scores. The result showed that the significant increase was made between 2003 and 2004 school year.
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