The relationship between vertical teaming in science and student achievement as reported in the academic excellence indicator system (AEIS) at selected public schools in Bexar County, Texas

摘要

The purpose of this study was to examine the relationship between verticalteaming in science and student achievement. This study compared student achievementof campuses implementing vertical teaming with schools that do not practice verticalteaming. In addition, this study explored the relationship between selected demographicvariables and vertical teaming using Grade 5 Science TAKS results in the AcademicExcellence Indicator System (AEIS). Campus demographic variables such aseconomically disadvantaged, minority students, English language learners, studentmobility, and experienced teachers were researched. A call-out yielded 168 responses.With the exclusion of the 12 campuses, a total of 156 participating campuses from 18traditional school districts remained.Campuses employing vertical teaming were self-identified on the basis of havingimplemented the process for two or more years. The gain in percent mastered for ScienceTAKS scores from 2004 to 2007 was used as the Science TAKS score variable. Results indicated that there was no significant difference in student achievementin science for campuses practicing vertical teaming and campuses that did not. The twowayANOVA was used to measure the relationship between the independent variables(vertical teaming and campus demographic variables) on the dependent variable (studentachievement on Science TAKS). The results suggested that campuses having lowpercentages of economically disadvantaged students statistically gained more on theScience TAKS than campuses that have high percentages of economically disadvantagedstudents irrespective of vertical teaming practices. In addition, campuses that have lowpercentages of minority students statistically gained more on the Science TAKS thancampuses that have high percentages of minority students despite vertical teamingparticipation.Recommendations include districts, state, and federal agencies providingcampuses with a high percent of economically disadvantaged students with moreresources and more flexibility in using those resources. Recommendations for furtherstudy included a replication of the study that takes into account the degree ofimplementation of vertical teaming.