In 1987 the state of Ohio began testing all of its students and eventually in 1992 tied passage of the Ohio Ninth Grade Proficiency Test to high school graduation. After passage of the No Child Left Behind Act all 50 states were required to test elementary and high school students. This is when the Ohio Graduation Test (OGT) replaced the Ohio Ninth Grade Proficiency Test. This study examines the effectiveness of a short term intervention strategy for students taking the OGT. All students in the state of Ohio are required to pass all five subject area tests of the OGT. Their first attempt to pass the test is in the spring of the sophomore year. After the sophomore year many students in Ohio have the opportunity to attend a career-technical center to finish their high school requirements. If the students were unsuccessful on one or more of the OGT subject area tests at their home school, they would take the test at the career center until successful completion of all of five subject area tests allowed them to graduate. Senior students who have been unsuccessful in one or more of the tests and attended a northwest Ohio career center were provided direct intervention for up to 5 hours to prepare for the OGT. The direct intervention strategies relied on Jacobs' insights and Hiebert's research on basic vocabulary, Marzano's research on academic vocabulary, and Buzan's work on mind-mapping. The students' scores from the spring 2007 test administration were compared with their scores from the fall 2007 administration. Positive and negative changes were analyzed using descriptive statistics. The passage rates for those students who attended the intervention regularly were compared with the passage rates from a similar cohort from their home schools as well as the passage rates of senior students from the state of Ohio. Statistically significant gains were seen in the pre-test/post-test comparison for the career center students. There was no statistically significant difference in the scores when compared to the home school cohort and the students across the state of Ohio.Unlike the previous Ohio Proficiency Test which assessed eighth- grade proficiency levels, the OGT was intended to ensure ... to that intervention; and finally, 5) students must provide letters of recommendation from teachers in the unpassed 23.
|Title||:||The Effect of a Short-term Intervention Strategy to Help Students Pass the Ohio Graduation Test|
|Author||:||Michael P. Short|
|Publisher||:||ProQuest - 2008|