Quantitative Data Goals and Results
1. One goal was to highlight the academic achievement between a language arts honors class that does not require community service and a language arts IB class which does require community service. Students' GPA's were taken and averaged to determine a class GPA average.
Class Averages
Trimester One IB Language Arts Average GPA: 3.45
Trimester One Honors Language Arts Average GPA: 3.54
Class Averages
Trimester Two IB Language Arts Class Average GPA: 3.78
Trimester Two Honors Language Arts Class Average GPA: 3.47
2. Students' individual GPA's were evaluated in order to determine the percent of students from each of the two programs who experienced a decrease in GPA from trimester one to trimester two.
Student GPA Decreases From Trimester One to Trimester Two
IB Language Arts: 20% students decreased in GPA from trimester one to trimester two.
Honors Language Arts: 43% students decreased in GPA from trimester one to trimester two.
3. My goals was to evaluate students' individual GPA's in order to determine the percent of students from each of the two programs who experienced an increase in GPA from trimester one to trimester two.
Student GPA Increases from Trimester One to Trimester Two
IB Language Arts: 65% of all students' GPA's increased from trimester one to trimester two.
Honors Language Arts: 33% of all students' GPA's increased from trimester one to trimester two.
4. My goal was to evaluate the community service hours of the IB language arts students who had experienced a decrease in their GPA's. What I learned was that out of the 20% of IB students who experienced a decrease in their GPA, 83% of them had not earned any community service hours by the end of trimester two.
5. Finally, the number of students promoted from the intermediate level IBMYP and continue in the high school 9th and 10th grade program which also requires a community service component have been quantified.
66 out of 68 students (97%) promoted from 8th grade IBMYP and continued onto Centennial High School IBMYP 9th grade. The Centennial High IBMYP program does have admission requirements of a minimum 3.5 GPA. 97% of the students enrolled in 8th grade at Raney maintained at least a 3.5 GPA.
Qualitative Data
1. Inclusion of student community service reflection documents which are required of every student for each community service event. (See Student Reflections on Artifact page). These documents provide evidence of students' insights and experiences on a personal level.
2. Inclusion of Survey on Parent and Student Satisfaction (See Survey Document on Artifact Page).
Implications Drawn from Data
From the data analyzed, I can draw the conclusion that the community service component of the IBMYP can be directly linked to student academic performance. When comparing two programs that both require academic rigor, are located within the same school culture, whose teachers receive comparable professional development, and that both require students have a prerequisite of high academic achievement, students in the IB program out performed students in the academic honors program with a 65% increase versus a 33% increase in student GPA's. Moreover, students within the IB program who experienced a decrease in GPA shared the common factor that none of them had completed any of their community service hours.
The student reflections also illustrate the development of character and self-efficacy as students are placed in authentic situations where they are required to use higher order thinking skills to solve real-time problems with innovative solutions. As students think, apply, synthesize, and analyze real life situations and reflect on their choices and responses, they bring these experiences back with them into the classroom and are able to construct meaning and interact with content in a deeper, richer, and more thoughtful manner.
1. One goal was to highlight the academic achievement between a language arts honors class that does not require community service and a language arts IB class which does require community service. Students' GPA's were taken and averaged to determine a class GPA average.
Class Averages
Trimester One IB Language Arts Average GPA: 3.45
Trimester One Honors Language Arts Average GPA: 3.54
Class Averages
Trimester Two IB Language Arts Class Average GPA: 3.78
Trimester Two Honors Language Arts Class Average GPA: 3.47
2. Students' individual GPA's were evaluated in order to determine the percent of students from each of the two programs who experienced a decrease in GPA from trimester one to trimester two.
Student GPA Decreases From Trimester One to Trimester Two
IB Language Arts: 20% students decreased in GPA from trimester one to trimester two.
Honors Language Arts: 43% students decreased in GPA from trimester one to trimester two.
3. My goals was to evaluate students' individual GPA's in order to determine the percent of students from each of the two programs who experienced an increase in GPA from trimester one to trimester two.
Student GPA Increases from Trimester One to Trimester Two
IB Language Arts: 65% of all students' GPA's increased from trimester one to trimester two.
Honors Language Arts: 33% of all students' GPA's increased from trimester one to trimester two.
4. My goal was to evaluate the community service hours of the IB language arts students who had experienced a decrease in their GPA's. What I learned was that out of the 20% of IB students who experienced a decrease in their GPA, 83% of them had not earned any community service hours by the end of trimester two.
5. Finally, the number of students promoted from the intermediate level IBMYP and continue in the high school 9th and 10th grade program which also requires a community service component have been quantified.
66 out of 68 students (97%) promoted from 8th grade IBMYP and continued onto Centennial High School IBMYP 9th grade. The Centennial High IBMYP program does have admission requirements of a minimum 3.5 GPA. 97% of the students enrolled in 8th grade at Raney maintained at least a 3.5 GPA.
Qualitative Data
1. Inclusion of student community service reflection documents which are required of every student for each community service event. (See Student Reflections on Artifact page). These documents provide evidence of students' insights and experiences on a personal level.
2. Inclusion of Survey on Parent and Student Satisfaction (See Survey Document on Artifact Page).
Implications Drawn from Data
From the data analyzed, I can draw the conclusion that the community service component of the IBMYP can be directly linked to student academic performance. When comparing two programs that both require academic rigor, are located within the same school culture, whose teachers receive comparable professional development, and that both require students have a prerequisite of high academic achievement, students in the IB program out performed students in the academic honors program with a 65% increase versus a 33% increase in student GPA's. Moreover, students within the IB program who experienced a decrease in GPA shared the common factor that none of them had completed any of their community service hours.
The student reflections also illustrate the development of character and self-efficacy as students are placed in authentic situations where they are required to use higher order thinking skills to solve real-time problems with innovative solutions. As students think, apply, synthesize, and analyze real life situations and reflect on their choices and responses, they bring these experiences back with them into the classroom and are able to construct meaning and interact with content in a deeper, richer, and more thoughtful manner.