UROK Data Analysis 2005-2016

UROK Data Analysis (2005-2016)

UROK Learning Institute provides students in California with a variety of high quality educational support services including reading, writing, study skills, and math.  Specifically, UROK implements Literacy Links, a comprehensive empirically proven reading program, as well as an extensive supplemental course through the REWARDS curriculum.  We also offer the Hyde-UROK Discovery Journaling Program, which is a program that builds the skills necessary for response to literature and other types of writing, aiding in higher comprehension levels.  The Accelerated Math program is excellent for use in any grade or curriculum and has been proven by research to dramatically raise student math achievement.  Foremost in the UROK Learning Institute’s Mission is the fostering of safety, self-esteem, and competence in a student’s educational experience.

UROK has been delivering services in a variety of settings.  UROK provides services at local public libraries, community centers, select school sites, and in students’ homes.  UROK’s primary mission is to improve students’ reading and math levels, study habits, and self-esteem through achievement and mastery.  To achieve these goals, UROK implements an extensive assessment component to the program.  Students are evaluated before intervention and then again at completion.  Assessment results validate the programs and help monitor student progress. UROK has compiled data from 11 years of services and over 11,000 students have completed the program in this time frame.

English Language Arts Data:

Since the 2005-06 school year to the 2015-2016 school year, pre-test and post-test data was obtained from 9,443 students participating in the various UROK English Language Arts Intervention programs. Several measures were used to measure the effectiveness of our ELA programs.  On the UROK Sound Symbol Test (Table 1), which measures the number of identifiable phonemes a child can identify, the average pre-test score was 68 and the average post-test score was 101.  The 33 point increase (weighted average) demonstrates increased phonemic awareness of 48.5%.  On the Woodcock Johnson-III Reading Fluency subtest (Table 2) the average raw pre-test score was 3.1 GE (grade equivalent) and the average raw post-test score was 4.1 GE, an average gain of 1.0 GE.  Not only can consistent gains be seen overall, but by grade level groupings as well (Table 3).

Table 1. 2005-2016 ELA  – UROK Sound Symbol (USSA)

# Students USSA
Pre-Test
USSA
Post-Test
USSA
Increase
K-5th 6897 64 98 34
6-8th 1945 80 110 30
9-12th 601 80 106 26
All Grades 9443 68 101 33

 Table 2. 2005-2016 ELA  – Woodcock Johnson III Reading Fluency (WJIII)

# Students WCJ III
Pre-Test
WCJ III
Post-Test
WCJIII
Increase
K-5th 6897 2.4 3.1 0.7
6-8th 1945 4.8 6.5 1.7
9-12th 601 5.9 7.6 1.7
All Grades 9443 3.1 4.1 1.0

 Table 3. 2005-2016 ELA  – All Grades

# Students Sound
Pre-Test
Sound
Post-Test
Sound
Increase
WCJ III
Pre-Test
WCJ III
Post-Test
WCJIII
Increase
K 707 26 65 39 0.8 1.1 0.3
1 1143 51 90 39 1.2 1.8 0.6
2 1398 65 99 34 2.0 2.7 0.7
3 1410 71 104 33 2.6 3.4 0.8
4 1251 75 107 32 3.2 4.2 1.0
5 988 77 108 31 3.8 5.0 1.2
6 828 80 110 30 4.2 5.8 1.6
7 631 80 111 31 5.0 6.9 1.9
8 486 79 110 31 5.4 7.2 1.8
9 308 81 107 26 5.7 7.4 1.7
10 178 81 106 25 6.2 7.8 1.6
11 81 76 107 31 5.9 7.9 2.0
12 34 77 101 24 6.4 7.9 1.5
K-5th 6897 64 98 34 2.4 3.1 0.7
6-8th 1945 80 110 30 4.8 6.5 1.7
9-12th 601 80 106 26 5.9 7.6 1.7
All Grades 9443 68 101 33 3.1 4.1 1.0

Mathematics Data:

Since the 2005-06 school year to the 2015-2016 school year (Table 4), pre and post data was obtained from 1909 students participating in the Accelerated Math Program, which uses the STAR Math Test to measure the effectiveness of the program.  On the STAR Math Test, the average pre-test score obtained was 4.7 GE (grade equivalent) and the average post-test score was 6.0 GE, resulting in an average increase of 1.3 GE (weighted average), a gain of 28%.  Examining the scores more closely one can see consistent gains not only overall, but by grade level groupings as well (Table 5).

Table 4. 2005-2016 MATH – STAR Math Assessment

# Students Math
Pre-Test
Math
Post-Test
Math
Increase
K-5th 868 3.5 4.6 1.1
6-8th 794 5.2 6.6 1.4
9-12th 247 7.4 8.8 1.4
All Grades 1909 4.7 6.0 1.3

Table 5. 2005-2016 Math  – All Grades

# Students Math
Pre-Test
Math
Post-Test
Math
Increase
K 1 0.8 1.7 0.9
1 34 1.7 2.9 1.2
2 90 2.5 3.5 1.0
3 224 3.0 4.0 1.0
4 254 3.8 4.9 1.1
5 265 4.2 5.2 1.0
6 299 4.7 6.0 1.3
7 260 5.2 6.6 1.4
8 235 5.8 7.5 1.7
9 102 6.6 8.1 1.5
10 75 6.7 8.6 1.9
11 51 9.7 10.1 0.4
12 19 8.2 9.6 1.4
K-5th 868 3.5 4.6 1.1
6-8th 794 5.2 6.6 1.4
9-12th 247 7.4 8.8 1.4
All Grades 1909 4.7 6.0 1.3