Download or read book A comparison of school structure on student achievement in K 8 and middle schools in Arizona written by Shannon Hannon and published by . This book was released on 2013 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Comparison of Traditional 6th 8th Grade Middle Schools and K 8th Grade Academies in the Areas of Student Achievement and School Climate written by Nikki L. Foley-Demby and published by . This book was released on 2013 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt: Researchers differ in their views of the structure of traditional middle and high schools in public education on student performance. They question the effectiveness of school and age level configuration, and its comparability with the age-appropriate cognitive, social and emotional development needs of students. Some believe that eliminating the traditional break between elementary and middle schools would enhance students' overall learning opportunities, particularly for ethnic minority and economically disadvantaged students and reduce the current disparity in student performance between traditional middle schools and K-8 academies. This research is founded on a study of (a) curricular and co-curricular richness of the core program; and (b) the organizational elements of the elementary and intermediate school configurations. This mixed-methods investigation utilized both quantitative and qualitative methods to develop the data. The quantitative method incorporated a comparison of six schools that were once either K-5 elementary schools or 6-8 traditional middle schools but were later reconfigured to encompass all grade levels making them K-8 Academies. The quantitative method was used to evaluate the quality of (a) student performance in mathematics and language arts as determined by state assessments (b) the school climate as perceived by the teachers, parents and community members. Creswell (2005) noted that the combination of quantitative and qualitative data gathering, analysis, and interviews strengthens the understanding of the problem and related research findings. Many school districts with 6-8 traditional middle schools have experienced students not making adequate progress and are considering changing their grade structure to K-8. DeJong and Craig (2002) list the reasons for this conversion to cause fewer transitions for students, to keep students in neighborhood schools, to reduce transportation costs, to improve safety, and to accommodate declining enrollment. The researcher hopes that, along with other current research, this study may serve to compel more school districts to consider adopting alternative grade configurations when students are not making adequate progress in the traditional 6-8 grade configuration.
Download or read book A Comparison of K 8 Schools Junior High Schools and Middle Schools with Respect to Student Academic Achievement and Attendance in North Carolina written by Charles Thomas Freeman and published by . This book was released on 2005 with total page 182 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 764 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Focus on the Wonder Years written by Jaana Juvonen and published by Rand Corporation. This book was released on 2004-03-25 with total page 181 pages. Available in PDF, EPUB and Kindle. Book excerpt: Young teens undergo multiple changes that seem to set them apart from other students. But do middle schools actually meet their special needs? The authors describe some of the challenges and offer ways to tackle them, such as reassessing the organization of grades K-12; specifically assisting the students most in need; finding ways to prevent disciplinary problems; and helping parents understand how they can help their children learn at home.
Download or read book A Longitudinal Study of School Practices and Students Characteristics that Influence Students Mathematics and Reading Performance of Arizona Charter Middle Schools written by Carrie Lynn Giovannone and published by . This book was released on 2010 with total page 245 pages. Available in PDF, EPUB and Kindle. Book excerpt: In 1995, Arizona legislators passed laws specifically to implement charter schools in Arizona. Approving 15 year charters (i.e., contracts), allowing charter schools to cross school district boundaries, and requiring the charter schools to administer the state assessment are three of the many charter school statutes written into law. In 2010, those initial charters are expiring. The variation in school practices that occur between charter schools is great as reported by researchers nationwide. This difference does not stop at the borders of Arizona; some Arizona charter schools are labeled as excelling in performance while others are labeled as underperforming. There is limited research of Arizona charter schools and the variance that exists among them. There were two purposes for this dissertation. The first purpose was to analyze the influence of school practices and student characteristics on charter middle school students' mathematics and reading performance at grade 8. The second purpose was to assess those influences over time (i.e., 2007-2009). The assessment used was Arizona's Instrument to Measure Standards (AIMS) which remained stable during this span of time. Multiple imputations were performed for missing data. Hierarchical linear cross-classified random effects modeling (HLM/CCREM) was used to assess the data while taking student mobility into consideration. The results showed that the effect of teacher experience influenced lower achieving students, that teachers teaching out of their area of expertise had a negative effect on mathematics and reading achievement of students, and attending a charter school that was converted from a traditional public school has an advantage in Arizona. An indicator of whether a student was attending a charter school in 2006 (prior to the time period of this study) was added to the model and showed that students scored higher in mathematics and reading if they also attend a charter school in 2006. All factors assessed in this study were accounted for even if they didn't remain in the model due to fit statistics. These results will contribute to the field of education by providing empirical evidence of the effects of charter school practices on student achievement.
Download or read book Research in Education written by and published by . This book was released on 1974 with total page 1280 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Influence of Building Configuration on Academic Achievement Attendance and Demographic Variables in Selected Midwestern School Districts written by Catherine A. MacArthur and published by . This book was released on 2016 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the influence of building configuration on the academic achievement and attendance of students who were considered chronically absent. A longitudinal nonequivalent groups research design was used to test the study’s six hypotheses. Data were collected from over 10,000 students within 38 K-8 schools and 40 6-8 middle schools in 24 urban school districts. These districts belonged to the Middle Cities Education Association (MCEA) in a Midwestern state. Student achievement data were collected from this state’s Department of Education’s Center for Educational Performance and Information (CEPI) database that focused specifically on 6th (2009) and 8th-grade (2011) achievement and attendance results. Data were analyzed using an independent samples t-test to measure the differences in mean scores of the two groups, and a one-way analysis of covariance (ANCOVA) to determine the intervening effects of the covariates on various demographic characteristics. Findings in this study indicate that there were no significant improvements in mathematics, reading, and chronically absent attendance rates for students who attended K-8 configured schools as compared to their corresponding peers attending 6-8 middle schools. This held true when adjusting for race, gender, Free and/or Reduced Lunch status, and students with disabilities. This study helps fill a void in the current body of literature by examining the influence of grade configuration (i.e., K-8 schools versus traditional 6-8 middle schools) on student achievement and attendance, and whether selected demographic variables (e.g., race, gender, Free and/or Reduced Lunch status, and students with disabilities) had an influence on these differences. The study concludes with several recommendations for further study.
Download or read book Middle School Journal written by and published by . This book was released on 2004 with total page 354 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2007-10 with total page 784 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book School Climate written by H. Jerome Freiberg and published by Routledge. This book was released on 2005-08-02 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt: Like a strong foundation in a house, the climate of a school is the foundation that supports the structures of teaching and learning. This book provides a framework for educators to look at school and classroom climates using both informal and formal measures. Each chapter focuses on a different aspect of climate and details techniques which may be used by heads or classroom teachers to judge the health of their learning environment. The book sets out to enhance understanding of the components of a healthy learning environment and the tools needed to improve that environment. It also looks at ways to assess the impact of change activities in improving and sustaining educational excellence. The international team of contributors bring perspectives from the school systems in America, UK, Australia and Holland.
Download or read book Annual Meeting Program written by American Educational Research Association and published by . This book was released on 2006 with total page 540 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Cumulated Index Medicus written by and published by . This book was released on 1993 with total page 1392 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Comparing Achievement Trends in Reading and Math Across Arizona Public School Student Subgroups REL Technical Brief REL 2012 No 019 written by Eric W. Crane and published by . This book was released on 2011 with total page 25 pages. Available in PDF, EPUB and Kindle. Book excerpt: This technical brief examines the 2008/09 reading and math proficiency levels among subgroups of Arizona public school students defined by students' race/ethnicity (American Indian, Asian, Black, Hispanic, and White), English language learner status (English language learner students and non-English language learner students), disability status (students with and students without disabilities), and economic status (students receiving and those not receiving free or reduced-price meals). Responding to an Arizona Department of Education request, the brief describes how student subgroup performance differs by school level (elementary, middle, and high) and school type (Title I Schools in Improvement [schools serving economically disadvantaged students and participating in the federal school improvement program intended to improve academic performance in schools not making adequate yearly progress for at least two consecutive years], Title I Schools Not in Improvement, and non-Title I schools). The same analyses were conducted for charter schools. Key findings include: (1) Across all school levels and school types, reading proficiency ranged from 26 percent for English language learner students to 84 percent for Asian students, White students, and students not receiving free or reduced-price meals. Overall and in 10 of 11 student sub-groups, elementary, middle, and high school proficiency rates were within 6 percentage points of one another. However, the margin was wider (13 percentage points) for English language learner students, ranging from 16 percent in high schools and 17 percent in middle schools to 29 percent in elementary schools; (2) Across all levels of charter schools, reading proficiency ranged from 31 percent for English language learner students to 89 percent for Asian students. Reading proficiency rates declined overall and in 7 of 11 student subgroups from elementary to middle to high school; (3) Across all school levels and school types, math proficiency ranged from 34 percent for English language learner students to 86 percent for Asian students. Overall and in 10 of 11 student subgroups, elementary, middle, and high school proficiency rates were within 10 percentage points of one another. However, the margin was wider (16 percentage points) for English language learner students, ranging from 22 percent in high schools and 25 percent in middle schools to 38 percent in elementary schools; (4) Across all levels of charter schools, math proficiency ranged from 35 percent for English language learner students to 86 percent for Asian students. Math proficiency rates declined from elementary to middle to high school overall and in all but one student sub-group (English language learner students); (5) In both reading and math, Asian students (84 percent in reading and 86 percent in math) and White students (84 percent in reading and 82 percent in math) scored proficient at higher rates than did the overall student body (72 percent in reading and 71 percent in math). Among the three racial/ethnic subgroups with proficiency rates below the overall rate, American Indian students scored consistently lower (53 percent in reading and 51 percent in math) than Black students (65 percent in reading and 60 percent in math) and Hispanic students (62 percent in reading and 62 percent in math); and (6) In both reading and math, in all but one subgroup, students in non-Title I schools had higher proficiency rates than did students in both Title I Schools Not in Improvement and Title I Schools in Improvement. However, English language learner students in Title I Schools Not in Improvement had proficiency rates (30 percent in reading and 38 percent in math) 4 percentage points higher than English language learner students in non-Title I schools (26 percent in reading and 34 percent in math). Appended are: (1) Summary of Arizona's accountability system (excerpted from Crane et al. 2008); (2) Data and methodology; and (3) Data for alternative, K-12, and other schools. (Contains 13 tables and 3 notes.).
Download or read book American Doctoral Dissertations written by and published by . This book was released on 2002 with total page 776 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book How Does Grade Configuration Impact Student Achievement in Elementary and Middle School Grades written by Kai Hong and published by . This book was released on 2018 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Recently, there has been a move towards K-8 schools as opposed to separate elementary and middle schools, especially among urban districts. In this paper, we examine the effect of enrollment in separate elementary and middle schools relative to enrollment in a K-8 school using longitudinal data from an anonymous district in the United States. The choice to enroll in a K-8 or separate elementary and middle schools is potentially endogenous. While previous research has taken steps to address the possible endogeneity when estimating the effects for separate middle schools, previous research has not addressed the possible endogeneity when examining the effect at the elementary level. Without generating an unbiased estimate during the elementary grades, we cannot fully understand the impact of policies that have shifted the grade arrangement of separate elementary and middle schools to K-8 schools. In this paper, we employ a research design that leverages the fact that the anonymous district closed several schools and rezoned their students to other schools with new boundaries. We compare students on the side of the new boundaries who are assigned to a separate middle or elementary school to students on the other side of the new boundaries who are assigned to a K-8 school. When taking into the consideration the effect at the elementary level, our results are much less supportive of a K-8 policy than previous research.
Download or read book Policy Statement on Grade Configuration written by National Forum to Accelerate Middle-Grades Reform and published by . This book was released on 2008 with total page 6 pages. Available in PDF, EPUB and Kindle. Book excerpt: In recent years, several large urban districts, including Cincinnati, Cleveland, Milwaukee, New York City, Philadelphia, Portland, and Kansas City, Missouri have converted their middle schools (generally grades 6-8) to K-8 schools in the hope of improving student achievement, attendance, and behavior, while also enhancing parental involvement. The National Forum to Accelerate Middle-Grades Reform, which supports all bona fide efforts to improve schooling for young adolescents (ages 10-14), recommends that such efforts be grounded in evidence-based research. Current research on grade configuration, however, is not definitive. More evidence is needed to document the positive outcomes achieved by 6-8 and K-8 schools on young adolescents, as well as by other organizational structures. The National Forum believes that what is most important for the education of young adolescent learners is what takes place inside each middle-grades school, not grade configuration per se. The National Forum has put forth a comprehensive policy agenda for middle-grades education designed to bring about positive and lasting school improvement. This paper summarizes the history and research surrounding grade configuration, along with the Forum's own experiences in identifying high-performing schools that serve young adolescents. These suggest that focusing on changing grade configuration as the solution to middle-grades problems and challenges may not achieve the intended results. [For "Small Schools and Small Learning Communities. Policy Statement. Issue 4," see ED528790.].
