In both instances Quick Calc found my data to be not statistically significant. I chose to focus on the students interpretations with evidence for my second t test. I am a bit disappointed, but I realize that we have only worked together for a few weeks. Also I feel that all of the subtle signs of growth that are apparent when doing VTS can not be calculated in this way. So in the end I am not dissuaded by the results, and I do feel that VTS makes a difference. I think this for many reasons, but one of my favorites is watching all of the children's hands go up when asked, "what is going on in this picture?"
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| Pre/Post Writing Samples & Rubric |
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| Pre/Post VTS Word Count |
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| Interpretations with Evidence |
You are right. Just a few weeks won't make monumental differences. As I said the first week of class, it takes about 3 years for VTS to move children solidly from Stage 1 to Stage 2 and the same amount of time for skills to begin transferring beyond the art discussions. TRansferring learning into written form adds another variable. And we both know that significant differences take time. Another factor you were dealing with is that you weren't able to work consistently with the same group and the majority of these children have a year and a half of VTS experience under their belts. Those who participated in my Boys' Writers' Club have even more. With pre and post word count averages over 50, that's a pretty advanced starting place. That is certainly not to say that they didn't grow during your time with them. This data also makse a great argument for the fact that qualitative, not quantitative data best encapsulates the kind of growth we see in VTS. Hope to stay in touch and have you redo this assessment with your own class one day soon, whatever age group, and for a whole year. I bet they'll knock your socks off! You have the VTS skills and conviction to get them there!
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