Dallas ISD Research Study

During the 2005-2006 school year, 14 Dallas ISD high schools participated in the Texas Web Tutor program. The 14 schools included eight comprehensive high schools, four magnet high schools, and two high schools that contained both comprehensive and magnet programs. Three of these schools, all magnet programs, received the state's second-highest rating of "Recognized"; nine were rated "Academically Acceptable"; and two were rated "Academically Unacceptable."

This summary (view full report) provides an account of the use of the Texas Web Tutor program to prepare DISD students for the TAKS Mathematics test during the 2005-2006 school year. It compares the 2006 TAKS math performance of students who used the program to the performance of non-participating students in the same schools and throughout the district.

Figure 1 shows the percent of students in participating schools by grade who met standard on the 2006 TAKS Mathematics test. At grade nine, 50% of TWT students passed the test, compared to 31% of other students in the same schools; at Grade 10, 63% of program students passed, compared to 46% of other students; and at grade 11, 79% of program students passed, compared to 74% of other students.

Figure 1. Percent of program participants and non-participants passing the 2006 TAKS Mathematics test by grade.

Figure 2 shows raw scores on the 2006 TAKS Mathematics test of TWT and other students in participating schools by grade. On average, TWT students scored higher by approximately four points at grade nine, five points at grade 10, and one point at grade 11.

Figure 2. Mean TAKS Mathematics raw score by grade for program participants and non-participants.

The previous analyses show results for all participants, regardless of their level of use of the TWT program. Figure 3 shows passing rates for tested students at each grade level by number of objectives completed. "Completed" was defined as a score of 60% or more correct on the objective test. At all three grades, the largest numbers of students completed between one and three objectives successfully, although the distribution varied considerably from school to school (data not shown here). Passing rates were generally higher among students with higher completion rates.

Figure 3. TAKS Mathematics passing rate by number of tests completed, grades 9-11.

The Texas Web Tutor program was effective at raising students' TAKS Mathematics scores across Dallas ISD high schools with student populations that differed widely in ethnic, socioeconomic, and achievement characteristics. Even low levels of program use (9 hours or less) yielded some improvement in students' scores. However, the greatest improvement in student scores was seen among students who used the program for 20 hours or more. Thus, implementation of the program as designed can lead to substantial gains in TAKS performance for participating students.