josh emmett, ph.d. point loma nazarene university dean mcgee, m.a.ed. kern high school district

Investigating “Think Gold”: Investigating “Think Gold”: A Student Achievement Program to A Student Achievement Program to Promote Performance for High-stakes Promote Performance for High-stakes TestingTesting

Josh Emmett, Ph.D.Point Loma Nazarene UniversityDean McGee, M.A.Ed.Kern High School District

Purpose of the StudyPurpose of the StudyDiscover the critical attributes of

a student achievement program at one urban high school

Examine the impact of extrinsic motivation on student perceptions and behavior toward state assessments

Research QuestionsResearch QuestionsWhat were the critical attributes of

the Think Gold program at West High School?

How did student achievement, as measured by state assessments, change at West High School from prior to the implementation of the Think Gold program through 2011?◦ How did the performance of West HS

compare with the rest of the district?

Theoretical FrameworkTheoretical FrameworkUniqueness of high schools when

measuring student achievement on “high stakes” tests

“High stakes” for schools vs. students

Intrinsic vs. Extrinsic motivationHigh school improvement

strategiesRewards as motivation

MethodMethodSingle case study

◦Offers a means to answer descriptive questions

◦Bounded by location and circumstances

Yin (2005) endorses the use of case study to provide rich descriptions that enhance awareness and analytical insight that promotes knowledge.

Data SourcesData SourcesData sources

◦Structured interviews with stakeholders 5 administrators, 4 Instructional Coaches 16 randomly selected teachers (of 77) 19 randomly selected students (from grades 9-11)

Student achievement data (CSTs)◦2009, 2010, and 2011◦West High School & District (18 high

schools) Number of students scoring “proficient” or

“advanced” Improvement of students across years

Survey data

Data AnalysisData AnalysisGuided by Theoretical FrameworkCoding of interviewsCalculations/comparisons of

student achievement dataTriangulation for student survey

responses

The CaseThe CaseContext of West High School

◦Large urban high school in Bakersfield, CA

◦Recent history of low performance◦Over 70% of students live in poverty◦Diverse student population (majority

Latino)Think Gold program

◦Employs extrinsic motivation for students to improve performance on state assessments

Think GoldThink GoldThe Think Gold program is a

school-wide effort to improve student academic achievement.

The Think Gold program strategically validates and responds to individual student academic success by recognizing student achievement on the California Standards Tests.

Why Think Gold?Why Think Gold?Students were not coming to school

intrinsically motivated to learn.Teachers reported that students “did

not care” about failing courses.Teachers were transferring to other

schools.Professional Learning Community

work began in earnest in 2007-2008.Student performance on state

mandated tests did not appear to be improving significantly.

Why Think Gold?Why Think Gold?Low School API of 593 in 2005Low Similar Schools Ranking of 2Low Freshman Promotion RateLow Intrinsic Motivation Levels

◦Low parent education levelsLow A-G completion ratesHigh suspension rates

Why Think Gold?Why Think Gold?School Year

API Similar Schools Rank

9th Grade Promotion Rates

Parent HS

Grad Rates

Parent College

Grad Rates

A-G Completio

n Rates

Suspension

Numbers

2005-2006

624 2 NA 76% 14% 18.3% 906

2006-2007

622 3 78% 78% 18% 20.8% 1345

2007-2008

635 4 81% 73% 12% 23.6% 1818

2008-2009

647 5 84% 70% 9% 25.4% 1280

Introduction of Think Gold ProgramIntroduction of Think Gold Program2009-2010

681 7 95% 67% 8% 26.6% 571

2010-2011

712 NA 91% 69% 9% NA 557

Direct Approach to Improve Direct Approach to Improve Student MotivationStudent MotivationThe school-site leadership (teachers,

administrators, and counselors) believed that the students needed to be encouraged/motivated to demonstrate their content knowledge and abilities when taking the California Standards Tests.

Think Gold is an outgrowth of the school’s decision to meet the students’ lack of motivation head-on.

Think Gold Achievement Think Gold Achievement CultureCultureCore Expectations: All students are expected to take personal responsibility for their learning. This means that every student should:

◦Get to School Everyday◦Get to Class On Time◦Work Hard to Learn◦Demonstrate Pride for West High

Think Gold QualificationThink Gold Qualification

How to qualify for Gold:1. Students must take all CSTs for assigned grade level and2. Score proficient or advanced on two or more CSTs (Level One GoldLevel One Gold qualification)

or3. Show a net improvement of two or

more performance bands on current CSTs over the previous year’s CSTs

(Level Two GoldLevel Two Gold qualification)

Think Gold RecognitionThink Gold RecognitionSpecial Think Gold I.D. Card

Participation in Think Gold Activities

Access to Think Gold Spirit Awards

A Think Gold Express Lunch Pass◦Level One Level One - @ 140 days◦Level Two Level Two - @ 90 days

Special Think Gold Special Think Gold ComponentsComponentsLevel Three GoldLevel Three Gold

◦8 days per school year◦Performance-based qualification

Proficient or Advanced on a Common Summative Assessment (ELA, Math, Science, & Social Studies)

Hall of FameHall of Fame◦Top 3 Advanced scores in each CST

area◦Induction ceremony in September◦Hall of Fame T-Shirt

West High School & the West High School & the Kern High School DistrictKern High School District

West High School◦ 2100 ADA

63% Hispanic/Latino 18% White 16% African-American 2% Asian 1% American Indian

◦ 70% Free/Reduced Lunch

◦ -9.75 Z score (family income/education level calculation from Census)

◦ Rapidly became an inner-city school when the community grew (8 new high schools since 1991)

Kern High District◦ 37,000 ADA (18 high

schools) 61% Hispanic/Latino 27% White 7% African-American 4% Asian 1% American Indian

◦ 60% Free/Reduced Lunch◦ Other schools

◦ Centennial (23.61 Z score)◦ Frontier (20.16 Z score)◦ Liberty (59.94 Z score)◦ Stockdale (62.03 Z score)◦ Independence (24.40 Z

score)

FindingsFindingsResearch Question #1

Critical attributes of the Think Gold program:◦The differentiated incentive system ◦The relative sustainability of the

recognition efforts◦Direct connection of outcomes for

student performance to individual student decisions

FindingsFindingsResearch Question #2

Changes in student achievement:◦Data from 2009, 2010, 2011◦Increases in Level 1 Criteria

exceeded district ◦Increases in Level 2 Criteria

exceeded district

KHSD vs. West High SchoolKHSD vs. West High School2009-20112009-2011Level 1 for 9Level 1 for 9thth Grade Grade

KHSDKHSD West High SchoolWest High School

Proficient or Advanced on 2+ CSTs 2009 2010 2011

Percent change: 2009-11

Grade 9 (3 CSTs)

29.7% 30.8% 34.7% 16.8%

Grade 9 (3 CSTs)

16.8% 25.6% 28.0% 66.7%





Grade 10 (5 CSTs)

42.4% 47.8% 49.6% 17.0%

Grade 10 (5 CSTs)

32.4% 41.0% 46.5% 43.5%





Grade 11 (4 CSTs)

29.8% 34.6% 37.4% 25.5%

Grade 11 (4 CSTs)

26.0% 29.6% 34.1% 31.2%

KHSD vs. West High SchoolKHSD vs. West High School2009-20112009-2011Level 1 for Total PopulationLevel 1 for Total Population




Total Population(gr. 9-11)

33.6% 37.3% 40.3% 19.9%

Total Population(gr. 9-11)

24.4% 31.2% 35.5% 45.5%



Improved by 2+ bands on CSTs 2009 2010 2011


Grade 10 13.2% 12.2% 13.4% 1.5%

Grade 10 14.6% 19.9% 20.5% 40.4%





Grade 11 15.5% 16.7% 15.0% -3.2%

Grade 11 15.0% 23.4% 19.4% 29.3%

KHSD vs. West High SchoolKHSD vs. West High School2009-20112009-2011Level 2 for Total PopulationLevel 2 for Total Population




Total Population

14.4% 14.5% 14.3% -0.7%

Total Population

14.8% 21.7% 19.9% 34.5%

Key ObservationsKey ObservationsMandated assessments have created

unique circumstances for junior high and high school students that support extrinsic motivation strategies

The development of intrinsic motivation may require an extrinsic jump start for students who have low levels of internal motivation

Extrinsic motivation cannot be the only effort to improve student performance

Extrinsic motivation works best when students care about the recognition they receive – it must be more than a reward

Extrinsic motivation approaches can be counter productive if used recklessly

Significance of the StudySignificance of the StudyInfluence of extrinsic motivation

for student achievement as an element for consideration in high school improvement

Discussion of the use of extrinsic motivation to promote student achievement

Inherent limitations◦Urban context may mitigate

generalizability

Contact informationContact informationJosh [email protected](661) 326-6631

Dean [email protected](661) 832-2822

Survey ResultsSurvey Results

Statement LevelMostly or Absolutely

True—2010

Mostly or Absolutely

True—2011

My performance on the CSTs was important to me.

Level 1 78% 81%

Level 2 63% 75%Level 3 72% 78%No Level Earned

62% 67%



True—2010


True—2011

I was motivated to do well on CSTs because I wanted to get “Think Gold.”

Level 1 66% 65%

Level 2 70% 53%

Level 3 52% 54%

No Level Earned

47% 33%



True—2010


True—2011

During the CSTs, I gave my best effort because of “Think Gold.”

Level 1 53% 55%

Level 2 41% 45%

Level 3 51% 46%

No Level Earned

43% 29%

josh emmett, ph.d. point loma nazarene university dean mcgee, m.a.ed. kern high school district

Documents

student achievement

student performance

student academic achievement

student perceptions

west high school district

high schoolsnumber of

low school api

urban high schoolexamine