Fourth Year Evaluation Report

2002-2003

2002-2003 Teacher Survey/Interview Results   

A general survey of 63 teachers was conducted during the first year of the project (1999-2000), and one of the major evaluation activities during the 2000-2001 year was a follow-up survey of Cohort 1 teachers.  The second survey targeted 22 Cohort 1 teachers using a combination of paper and interview formats.  A third teacher survey was conducted during the third year of the project.  Teachers had the option of taking the survey online or completing a paper survey.  Cohort 1 teachers participated in a follow-up survey, and Cohort 2 teachers were given a similar instrument as that used in the previous year for Cohort 1.  Fifteen Cohort 1 teachers completed the follow-up survey, and 25 Cohort 2 teachers completed the original survey.  The evaluators provided a stipend to the 40 teachers who participated.  The results of these surveys have been published in previous evaluation reports.

This year, all the Urban Dreams teachers were asked to take the online California Technology Assistance Project (CTAP²) surveys.  Overall, the results of the Technology Proficiency Assessment and the Technology Use Survey are used to help plan, monitor, and evaluate technology professional development programs.  For the project, evaluators wanted to compare the Urban Dreams participants with comparable groups of teachers in the district, county, and state. 

CTAP² currently uses the Technology Proficiency Assessment and the Technology Use Survey self-assessment tools.  The Proficiency Assessment allows educators to determine their level of technology proficiency - introductory, intermediate, or proficient.  The self-assessment is based upon rubrics established in each area of technology competency and aligned with the California Commission on Teacher Credentialing (CTC) "Factors to Consider", which is the technology standard for a California K-12 Preliminary Teaching Credential.

The Technology Use Survey allows site, district, county and state administrators to gather information regarding certificated staff's use of technology tools. The survey addresses four areas of teacher technology usage: 1) use of technology tools for classroom management and instruction; 2) their student's use of technology tools for classroom assignments; 3) their professional development preferences, and 4) their technical support experiences.

Thus far, eight-three Urban Dreams teachers from the various cohorts have taken the survey.  The teachers were offered a $50 stipend to complete the task.  Below is a preliminary finding from the CTAP²  proficiency assessment survey.  A complete analysis will be added at a later date as an addendum to this report.

The graph compares the level of technology proficiency between high school teachers in the Oakland Unified School District (OUSD) with Urban Dreams teachers.  The graph shows that the proficiency level is higher with Urban Dreams participants in every category except spreadsheets (where levels are the same).

Figure 3. Technology Proficiency Assessment comparison between Oakland Unified School District high school teachers (grades 9-12) and Urban Dreams teachers (grades 9-12)

© Copyright 2002 Center for Evaluation and Research, LL