Arteaga, Veronica Hernandez (2008-08). 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. Doctoral Dissertation. Thesis uri icon

abstract

  • The purpose of this study was to examine the relationship between vertical
    teaming in science and student achievement. This study compared student achievement
    of campuses implementing vertical teaming with schools that do not practice vertical
    teaming. In addition, this study explored the relationship between selected demographic
    variables and vertical teaming using Grade 5 Science TAKS results in the Academic
    Excellence Indicator System (AEIS). Campus demographic variables such as
    economically disadvantaged, minority students, English language learners, student
    mobility, 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 18
    traditional school districts remained.
    Campuses employing vertical teaming were self-identified on the basis of having
    implemented the process for two or more years. The gain in percent mastered for Science
    TAKS scores from 2004 to 2007 was used as the Science TAKS score variable. Results indicated that there was no significant difference in student achievement
    in science for campuses practicing vertical teaming and campuses that did not. The twoway
    ANOVA was used to measure the relationship between the independent variables
    (vertical teaming and campus demographic variables) on the dependent variable (student
    achievement on Science TAKS). The results suggested that campuses having low
    percentages of economically disadvantaged students statistically gained more on the
    Science TAKS than campuses that have high percentages of economically disadvantaged
    students irrespective of vertical teaming practices. In addition, campuses that have low
    percentages of minority students statistically gained more on the Science TAKS than
    campuses that have high percentages of minority students despite vertical teaming
    participation.
    Recommendations include districts, state, and federal agencies providing
    campuses with a high percent of economically disadvantaged students with more
    resources and more flexibility in using those resources. Recommendations for further
    study included a replication of the study that takes into account the degree of
    implementation of vertical teaming.

ETD Chair

publication date

  • August 2008