University of Illinois at Urbana-Champaign
MSTE
Office for Mathematics, Science, and Technology Education
College of Education @ University of Illinois

Fall 2004 Bloom High School Teacher Survey

Bloom District 206

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Teacher Survey: Students in Tutoring/Homework Help after school

Number of teachers responding: 36

Chart shows positive relationship between students who come to session prepared, and those who usually complete their work. Work most often completed is in mathematics and/or English.



Teacher/volunteer survey of freshmen currently enrolled in English/Reading

Summer 04 REF Reading

First quarter grades in reading for the Summer 04 REF students were compared with a randomly selected group of freshmen who were NOT in Summer 04 REF (Honors and IEP students were excluded from the latter sample).

The graph shows the distribution of grades in reading for the two groups: REF and non-REF:

Non-REF Reading (N=42)
Grades are bimodal: E and C

Qu 1 Grade, ReadingFrequency%
ValidE1638
 D1024
 C1638
 B00
 A00
 Total42 
Average 1.00 
St Dev .88 

REF Reading (N=58)
Grades are bimodal: B and C

Qu 1 Grade, ReadingFrequency%
ValidE916
 D1221
 C1322
 B1322
 A1119
 Total58 
Average 2.1 
St Dev 1.35 

The difference between the means (average First Quarter grades in reading) is statistically significant, in favor of the REF group, at the .01 level.

For students who attended Summer 2004 program (reading or mathematics) and are now attending the after school program:

End of Fall 2004.
Number of students: 58

Student has a positive attitude toward school/after school program:

 Frequency
ValidDisagree8
 Undecided10
 Agree40
 Total58

Student is making satisfactory academic progress:

 Frequency
ValidDisagree9
 Undecided12
 Agree37
 Total58



Teacher/volunteer survey of freshmen currently enrolled in Mathematics

Summer 04 REF Mathematics

First quarter grades in mathematics for the Summer 04 REF students were compared with a randomly selected group of freshmen who were NOT in Summer 04 REF (Honors and IEP students were excluded from the latter sample).

The graph shows the distribution of grades in mathematics for the two groups: REF and non-REF:

Non-REF Mathematics (N=41)
Modal grade: D

Qu 1 Grade, MathFrequency%
ValidE1434
 D1741
 C717
 B37
 A00
 Total41 
Average 1.00 
St Dev .91 

REF Mathematics (N=66)
Modal grade: B

Qu 1 Grade, MathFrequency%
ValidE915
 D1220
 C1119
 B1525
 A1220
 Total59 
Average 2.2 
St Dev 1.38 

The difference between the means (average First Quarter grades in mathematics) is statistically significant, in favor of the REF group, at the .01 level.

For students who attended Summer 2004 program (reading or mathematics) and are now attending the after school program:

End of Fall 2004.
Number of students: 54

Student has a positive attitude toward school/after school program:

 Frequency
ValidDisagree9
 Undecided7
 Agree37
 Total53
MissingSystem1
Total54

Student is making satisfactory academic progress:

 Frequency
ValidDisagree13
 Undecided1
 Agree39
 Total53
MissingSystem1
Total54

 

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