FCPSOn Phase One Evaluation: Year Three

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Date
2019-09
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Publisher
Center for Research and Reform in Education
Abstract
The purpose of the present study was to gather formative and summative data related to the FCPSOn initiative during its third year of implementation in the 2018-19 school year within Fairfax County Public Schools (FCPS). The present study documents program implementation in 15 Phase One schools and stakeholder feedback for future FCPSOn schools. Key components of FCPSOn include the distribution of personal laptops to all students in Phase One schools, professional development (PD), and the resulting impact on intermediary outcomes relating to the goals of improving students’ content area knowledge and Portrait of a Graduate skills. The present findings from schools now in their third year (2018-19) of implementing FCPSOn indicate that stakeholders are strongly invested in the initiative’s success and are more comfortable overall with the 1:1 learning environment. Important differences in implementation are observed between the two groups that comprise Phase One that appear to be the result of a more cohesive and intentional approach to implementation in the Chantilly Pyramid than in eLearning Backpack schools. Nonetheless, SBTSs and principals in both types of schools commended their teachers for being more effective users of technology tools and, as a result, more flexible and effective teachers. Findings also suggest that students are more engaged and accountable learners. Students have gained important skills and have embraced an emerging emphasis on self-guided learning. Guaranteed access to a personal computer has succeeded in “leveling the playing field” among students of varying socio-economic backgrounds, learning interests, and needs.
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Keywords
professional development, tech integration, teacher practice, personalized learning, digital-based instruction
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