Browsing by Author "Mansell, Kristin E."
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Item Access versus attainment: A closer look at the STEM endorsement in Texas public high schools(2023-04) Mansell, Kristin E.; Kirksey, J. JacobThe Texas Legislature passed House Bill 5 (HB5) in 2013 reducing the number of math and science credits needed for high school graduation. The new Foundational High School Program (FHSP) introduced endorsement offerings aimed at allowing students to chose focused courses and electives geared towards their personal interests and potential workforce goals1. Though implementation occurred for students entering 9th grade in 2014 with those already in high school allowed to opt-in1, districts retained autonomy in endorsements offered2. Because individual districts determined which courses could be offered based on resources2, implementation of FHSP endorsements differed around the state. For students interested in science, technology, engineering, and mathematics (STEM), a STEM endorsement was outlined by the Texas Education Agency (TEA), which requires students to complete Algebra II, Chemistry, and Physics in addition to two advanced STEM electives. In comparison to other endorsement options- Arts and Humanities, Business and Industry, Public Services, and Multidisciplinary- the STEM endorsement arguably better prepares students to attend 4-year colleges and selective universities since the graduation requirements for the STEM endorsement more closely align with admission requirements3. While all endorsements prepare students to attend technical colleges and community colleges, the lack of completing certain advanced math and science courses may limit students’ admission to certain universities. Previous research has shown that many first-year college students lack needed content knowledge to be successful in introductory math and science college courses, which may be exacerbated when students do not take advanced math and science coursework in high school4. Thus, access and pursuit of the STEM endorsement is an important factor to consider for Texas public high school students’ postsecondary opportunities.Item Bold Action for a Prosperous Future: Evaluation of the Foundation High School Program and Academic and Career Trajectories of Texas High School Graduates(2023-02) Kirksey, J. Jacob; Wiseman, Alexander W.; Gottlieb, Jessica J.; Lansford, Teresa; Mansell, Kristin E.; Crevar, Angela R.Over the past few decades, the claim that a high school diploma is insufficient education to establish a career that will provide family-sustaining wages in a rapidly changing economy has gained increasing acceptance. In response to this understanding, Texas House Bill 5 (HB 5) established the Foundation High School Program (FHSP) in 2014-15, shifting high school graduation requirements to place a greater emphasis on preparation for career opportunities, especially those aligned with local industry needs. Philanthropy Advocates commissioned Texas Tech University's Center for Research and Learning in Education to better assess whether FHSP has been meeting its goals, such that Texas high school graduation coursework requirements foster success after high school. The core question asked at the outset of this research was: Are policies that mandate and/or incentivize PK-12 and postsecondary institutional behavior in alignment with policies such as HB 5 and other efforts aimed at increasing college-readiness and postsecondary success of Texas students? Last updated June 7, 2023.Item Endorsement Alignment between Secondary and Postsecondary Institutions(2022) Mansell, Kristin E.; Gottlieb, Jessica J.; Kirksey, J. JacobTexas House Bill 5 (2013) changed graduation requirements from the traditional requirement of 4 math, science, language arts, and history credits to 4 language arts credits and 3 math, science, and history credits allowing additional credits needed for graduation to be taken through CTE or elective programs. Algebra 2 was removed as a required credit creating flexibility within the required 3 credits. In addition to the change in required credits per core content, endorsement programs were detailed by TEA for students to pursue which encourages students to take courses aligned to their workforce goals. Though TEA outlined proposed endorsements at the state level, individual schools retained flexibility in which endorsements would be offered. This policy brief discusses alignment between K-12 graduation requirements and higher education admission recommendations. Policy recommendations are included.Item Enhancing Math Education in Texas Through Blended Learning: The COVID Effect(2024-02-14) Mansell, Kristin E.; Greenhalgh-Spencer, HeatherIn 2018, the Texas Education Agency (TEA) launched a strategic competitive grant program aimed at supporting Local Education Agencies (LEA) in achieving Math Innovation Zone (MIZ) designation. This initiative’s primary focus is to increase PreK – 8th grade math proficiency levels through the implementation of a blended learning model in math classrooms. Blended learning is a data-driven pedagogical technique that integrates specialized adaptive software with traditional in-person teaching. This software enhances a teachers’ capacity to promptly evaluate student comprehension of content in real-time during the learning process, which enables the teacher to deliver targeted interventions and extensions as necessary. Coupled with direct teacher instruction and peer collaboration, blended learning empowers students to engage in their own learning process by increasing student agency. This policy brief explores the relationship between MIZ implementation and student achievement, concentrating on the second implementation cohort. This cohort who began blended learning implementation in 2019, is particularly significant due to the impact of the COVID-19 pandemic in spring of 2020. It highlights how the initiative adapted and influenced education during a challenging period. Examining the influence of the blended learning initiative, despite the crisis, provides valuable insight for educational stakeholders.Item Enhancing Math Education Through Blended Learning: A Closer Look at Math Innovation Zones(2024-02-14) Mansell, Kristin E.; Greenhalgh-Spencer, HeatherMath Innovation Zones (MIZ) is a strategic grant initiative first introduced by the Texas Education Agency (TEA) in 2018. A novel state-initiative aimed at increasing PreK – 8th grade math proficiency, the highly competitive grant program provides funding to both Texas school districts and open enrollment charter schools using allocations through Rider 41, in the General Appropriations Act, to develop and foster student math skills using an innovative research-based blended learning model. TEA is responsible for oversight of the program, identifying and vetting curriculum providers, and providing an accountability system that requires stakeholders to demonstrate implementation fidelity. Each year since inception, MIZ has provided funding for a cohort of Local Education Agencies (LEA) to pursue state MIZ designation through a four-year process of strategic planning, effective implementation, gradual scaling, and sustainable maintenance of the blended learning model. Aimed at promoting math achievement, the main objective of the initiative is to enhance student performance in math, particularly ensuring student readiness for 8th grade Algebra I which increases access to advanced STEM and CTE courses in high school, while promoting the capacity for long term program sustainability in school districts using a blended learning model.Item Enhancing Math Education Through Blended Learning: A District Case Study Highlighting Its Transformative Impact(2024-02-14) Mansell, Kristin E.; Greenhalgh-Spencer, HeatherIn 2018, the Texas Education Agency (TEA) introduced a competitive grant program designed to assist Local Education Agencies (LEA) in attaining Math Innovation Zone (MIZ) designation through a four-year process which ensures program fidelity. The primary objective of this initiative is to enhance math proficiency levels for PreK – 8th grade students through the implementation of a blended learning model in math classrooms. Blended learning (BL), recognized for its data-driven pedagogical approach, integrates specialized adaptive software with traditional in-person teaching. This combination equips teachers with the capability to promptly assess student comprehension in real-time during the learning progress, enabling them to deliver tailored interventions and extensions as needed to each student. The incorporation of direct teacher instruction and peer collaboration of traditional in-person teaching along with adaptive software providing a formative and self-assessment component for students in the blended learning approach empowers students, fostering active engagement and increased agency in their learning journey. This policy brief presents a case study of a BL district in Texas. We analyze data from both before the implementation of the blended learning model through four years thereafter. Additionally, we assess whether more students are adequately prepared for enrolling in Algebra I in 8th grade, a key objective of the blended learning program. The focus on a single school district allowed for a nuanced examination, enabling a clearer understanding of the impacts when comparing BL campuses to non-BL campuses within the same district.Item Enhancing Math Education Through Blended Learning: An Evaluation of Program Survey Data(2024-02-14) Mansell, Kristin E.; Greenhalgh-Spencer, HeatherThe Texas Education Agency (TEA) introduced a strategic competitive grant initiative in 2018 which provides funding for Local Education Agencies (LEA) to pursue Math Innovation Zone (MIZ) designation through the implementation of a blended learningmodel with an aim to increase PreK-8th grade math proficiency. Blended learning is a data-driven pedagogical strategy that fosters student agency and encourages students to actively engage in the learning process. MIZ combines the advantages of traditional in-person teaching, involving student collaboration and direct content instruction from the teacher, with specialized adaptive software. This adaptive software enhances the teacher’s ability to effectively assess student understanding in real-time during the learning process enabling the teacher to facilitate precise intervention and extension of content. This policy brief is the second in a series of briefs which analyzes the impact of the blended learning initiative in Texas public schools and open enrollment charter schools. Focusing on survey data gathered during the 2022-2023 school year, we hoped to gain insight into perceptions and opinions of those implementing the program in participating campuses. MIZ program managers were sent multiple surveys as a reflective tool for evaluation of program implementation fidelity while participating teachers and learning coaches were sent an end of the year perception survey. This multimethod survey highlights what’s working and what’s not with Math Innovation Zone implementation in Texas.Item Shifts in Advanced Science Course-Taking and Postsecondary and Career Pathways Following Texas House Bill 5(2023-04) Mansell, Kristin E.; Kirksey, J. JacobItem STEM Teacher Career Paths: Where Do They Come From and Where Do They Go?(2023-08-11) Gottlieb, Jessica J.; Lansford, Teresa; Mansell, Kristin E.; Kirksey, J. JacobDr. Jessica Gottlieb, Teresa Lansford, Dr. Kristin Mansell, and Dr. Jacob Kirksey published the policy brief, "STEM Teacher Career Paths: Where Do They Come From and Where Do They Go?". This brief analyzes the STEM teacher labor market and how STEM teachers prepared through a university program have a lower likelihood of turnover than other teacher preparation pathways.Item Teacher Certification, Attrition Rates, and Student Characteristics: A Quantitative Study Regarding Science Education Policy(2023-05) Mansell, Kristin E.; Kirksey, J. Jacob; Gottlieb, Jessica; Hutt, EthanThis dissertation analyzes the secondary science teacher labor market to better understand how science teachers enter the science teacher workforce, why science teachers leave the teacher workforce, and how this impacts student achievement in science. This quantitative study uses administrative data from the Texas Statewide Longitudinal Data System maintained by the University of Houston’s Education Research Center (UH-ERC). The UH-ERC database includes data from the Texas Education Agency (TEA), The Higher Education Coordinating Boards (THECB), and the Texas Workforce Commission (TWC) which can be linked together to provide a cradle to workforce portrait of Texas residents. The first study examines the certification pathway of science teachers in Texas, how science teacher certification patterns have changed over time, and the association of certification pathway to student outcomes in science. Cohorts were created of novice teachers to isolate teacher preparation rather than professional development associated with years of experience. Results indicated that teachers new to the labor market are increasingly being certified through alternative pathways, particularly in districts closer to metropolitan areas. Findings suggest that students who are taught by teachers who were prepared through an alternative pathway have lower test scores on both the 8th grade science STAAR test and the Biology end of course STAAR test than students who were taught by teachers prepared through a traditional certification pathway. The second study investigated secondary science teacher turnover patterns, specifically which science teachers were more likely to turnover and where teachers go when they leave their teaching position. This study uses data from all three sources to better understand science teacher turnover. Results indicated that teachers certified through an alternative program are more likely to turnover than teachers certified through a traditional program. More science teachers move to another teaching position at another district rather than a leadership role within their district. Additionally, science teachers who leave the teaching profession are more likely to enter the health care profession or higher education. Findings suggest that student characteristics, such as percentage of special education students, English language learners, or students with discipline infractions, do not associate with teacher turnover of teachers certified through traditional certification pathway; however, student characteristics do association with teacher turnover of alternatively certified teachers. The third study of this dissertation examines intervention courses and their association with student achievement in secondary science. Intervention courses are divided into general intervention courses and science specific intervention courses. Student outcomes are measured through regressions with and without covariates as well as with propensity score matching using variables associated with struggling learners. Results indicated that enrollment in a general intervention courses does not impact science achievement scores, whereas enrollment in a science specific intervention course has a positive effect on student achievement on the Biology end of course STAAR test. Additionally, teachers certified through a traditional certification program have a positive association with student outcomes while teachers certified through an alternative certification program have a negative association. Policy implications will be discussed.