Fourth Year of GNETS Analysis Shows Students Continue Making Gains

Results are in from analysis of the 2015-2016 GNETS performance data and the findings are positive. Analyses of student performance outcomes used the DTORF-R assessment, analysis, and reporting procedures to obtain answers to these questions:

  1. Did GNETS students make gains in DTORF-R competencies in each program and in each age group by the end of the current school year?
  2. Did students make gains in center based and in school based locations?
  3. How did students’ scores change in comparison to age peers?
  4. Did GNETS students achieve predicted goals for final outcome scores?
  5. How could the system be sustained with integrity each year?

Repeated ratings with paired t-tests (∂ = 0.05), were used to analyze changes in DTORF-R scores from initial to final assessment for 2,069 GNETS students in 23 programs, in three age groups from pre-k/elementary to high school, at 46 center based (CB) and 69 school based (SB) locations, and in comparison to age peers. Findings indicate that mean DTORF-R scores increased significantly overall (p <.0.0001) and for each age group.

At both CB and SB locations, GNETS students made significant group gains in each age group. However, mean scores were significantly lower in CB than in SB locations for both initial and final scores in all age groups. This suggests that students in CB locations may have different instructional needs. Slower developmental trajectories (rate of achievement) might be a major factor for educators and parents to consider. The findings also raise a question of the need for clear descriptions of CB and SB goals and services, and student characteristics appropriate for CB or SB services.

In comparison to age peer scores, the pre-k/elementary group had the least delay (80.94%), while the largest gap occurred for the high school group (69.72%). By the end of the school year all three age groups had narrowed the differences significantly between their scores and those of their age peers.