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.
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
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.