An analysis of the statistical differences between student writing scores for students of Delaware Writing Project partnership teachers and students of teachers not participating in the Delaware Writing Project partnership.

摘要

The purpose of the study was to discover if there exists a statistically significant difference in DSTP student writing scores from spring 2007 third grade to spring 2007 fifth grade student writing scores for students of Delaware Writing Project (DWP) Partnership teachers and students in classrooms with teachers not participating in the DWP Partnership during the same two year period. Ex post facto writing score data were retrieved from one DWP school and one non-DWP school per New Castle county, Kent County, and Sussex county, totaling six Delaware schools. Collected matched-pair student DSTP scores were analyzed for student growth variations during a two year period from third to fifth grade. Initial spring 2007--2008 DSTP writing scores were compared with spring 2008--2009 DSTP scores for the non-transient student population present during the two year period.;Significant gains were found in student writing scores in DWP Partnership schools for special education students, students of color, and male students. Discussed research and collected data may assist with the development of future professional development in the areas of methodology, pedagogy, overall strategy development, and the infusion of best practices in the teaching of writing in elementary classrooms. This study may serve as a springboard for discussion, follow up collaborative studies, additional research, more effective instructional practices in writing, and future professional development planning in an effort to improve student writing in the state of Delaware.