86% of the teachers we surveyed feel more or much more prepared to teach science because of science kits
CIBL's Results
CIBL is researching TASC results in Alamance, Chatham, Orange, and Roanoke Rapids. The study uses the past 2 years of EOG scores in science, math, and reading for all grade 5 and 8 students in those districts. It also uses histories of PD and kit usage of the teachers who taught science to each student since 2003.
CIBL is looking at these data for links between changes in classroom practice and student achievement. Encryption has made the data anonymous, so that the study is blind to teacher and student identities. Results of these studies will be available in early 2010.
In the Spring of 2009, CIBL surveyed 525 teachers in the research districts, of whom 461 (88%) are science teachers who received science kits. Where 88% of the 525 teachers experience positive changes they attribute to using science kits, all of the teachers who used science kits are reporting positive results.
Of the 525 teachers:
- 86% feel more or much more prepared to teach science because of science kits
- 88% feel that they know more or much more about the science they teach
- 75% devote more or much more class time to science
- 75% experienced students giving more or much more time on task in science class
- 88% experience students asking more or many more questions about science
- 88% experience students talking more or much more about science
- 74% experience students working more or much more cooperatively in groups
- 81% experience students talking and writing more or much more about science observations