Action Research Progress

Action Research Project Title:  Same Sex Classes
 

Number of AR Project Documented Hours:  500 hours (I teach 4 same sex classes everyday)

AR Project Summary (at least 250 words): 

This is year two of teaching same sex math models classes.  Last year all 4 of my classes were co-teach classes.  This year my first and second period classes are co-teach, my third period class is sheltered instruction, and my fourth period class contains co-teach students and sheltered students.  Co-teach students are special education students and sheltered instruction students are English second language students.  The Heterogeneous Class and Gender Split Classes are the results from benchmark testing.  When comparing the Heterogeneous co-teach students to the co-teach gender split students you can see that the gender split classes were successful.  Although the passing rates are similar the number of failing students is less in gender split classes.

 

Heterogeneous Benchmark Scores
Class Period	% Pass	% Fail	Passing Students	Bubble Students	Failing Students
1st - Co-teach	30%	70%	6	8	6
2nd - Co-teach	33%	67%	6	9	3
3rd	65%	35%	13	4	3
5th	36%	64%	8	10	4
6th	52%	48%	11	8	2
7th - Co-teach	32%	68%	6	5	8

 

Gender Split Benchmark Scores
Class Period	% Pass	% Fail	Passing Students	Bubble Students	Failing Students
1st - Co-teach Males	54%	46%	7	4	2
2nd - Co-teach Males	31%	69%	5	6	5
3rd- Co-teach Females	29%	71%	4	6	4
4th- Co-teach Females	36%	64%	4	7	0

 

Gender Split TAKS Scores
Class Period	% Pass	% Fail	Passing Students	Failing Students
1st - Co-teach Males	77%	23%	10	3
2nd - Co-teach Males	88%	13%	14	2
3rd- Co-teach Females	79%	21%	11	3
4th- Co-teach Females	90%	10%	9	1

 

The TAKS passing rates compared to the benchmark scores also illustrates the successfulness of gender split classes on academic achievement.