Download or read book Comparing Student Achievement in Single gender and Coeducational Classrooms Using the Tennessee Comprehensive Achievement Program written by La Sandra M. Young and published by . This book was released on 2016 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt: Analyzed achievement test data from a middle school in Shelby County, Tennessee, to compare the academic achievement in a coeducational classroom setting in one year, with the academic achievement in a single-gender classroom setting in the following year, to determine any test score differences between these settings in the areas of reading/language arts and mathematics.

Download or read book A Comparison of Single Gender and Coeducational Classrooms Student Engagement and Achievement Scores written by Myra Pendleton and published by . This book was released on 2015 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effects of Single sex Education on TCAP Scores and Discipline in One Middle Tennessee Middle School written by and published by . This book was released on 2014 with total page 214 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was conducted to determine whether or not sixth grade students at Springfield Middle School in Robertson County, Tennessee, are scoring better on Tennessee Comprehensive Assessment Program (TCAP) tests of achievement since the change to single-gender classes from mixed gender classes. With the exception of Reading, there was no statistically significant difference found between all sixth graders, but there was a statistical significance found in all core subjects when comparing girls to girls and boys to boys.

Download or read book A Comparison of Academic Achievement on the Tennessee Comprehensive Assessment Program and the TerraNova CTBS written by Isabel A. Weidman and published by . This book was released on 1999 with total page 54 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Comparison of Single gender Classes and Traditional Coeducational Classes on Student Academic Achievement Discipline Referrals and Attitudes Toward Subjects written by Debra Messenger Smith and published by . This book was released on 2010 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book An Investigation of the Effect of Single gendered Instruction on Achievement in Math and English in an Urban High School written by Beverly S.- Bacchus and published by . This book was released on 2015 with total page 73 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since the inception of the No Child Left Behind Act, many initiatives have been implemented to increase academic achievement. Single-gender education is an initiative that public schools have adopted with the hope of seeing boys and girls achieve significant gains in their core classes. This study explored the achievement levels of 9 th grade girls and boys in their English I and algebra I classes. After a year of learning in single-gender classes, the students' End of Course scores were compared to the previous cohort of students who were taught in a traditional co-educational format by using an independent t-test. Scores were inputted in SPSS and analyzed. Eight research questions were formed to discover if significant differences from the co-educational year to the single-gender year existed. Results showed that there was a significant difference between the achievement of students who took single-gender English I classes compared to students who took co-educational English I classes, with single-gender English classes outperforming co-educational English classes. Results also showed that there was a significant difference between the achievement of students who took single-gender algebra I classes and students who took co-educational algebra I classes, with co-educational algebra I classes outperforming single-gender algebra I classes. Qualitative research is needed in the future to determine if teacher/ student training and perceptions of single-gender education impacted the data.

Download or read book The Effects of the Collaborative Leadership Style Provided by Professional Learning Communities PLCs on Tennessee Comprehensive Assessment Program TCAP Mean Value added Scores in Selected Middle Schools in East Tennessee written by Jone S. Jones and published by . This book was released on 2011 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt: This causal-comparative study examined the effects of the collaborative leadership style provided by professional learning communities (PLCs) on the students' Tennessee Comprehensive Assessment Program (TCAP) mean Value-Added achievement scores in language arts and mathematics. The study used twenty-nine selected middle schools in eight different East Tennessee counties to determine whether any statistically significant difference existed in the 2006-2009 TCAP mean Value-Added scores at the thirteen middle schools that use a PLC and the sixteen middle schools that did not use a PLC (i.e., NPLC schools). Scholarly literature was examined to establish what prior research revealed about the correlation of PLCs, student achievement, and mean Value-Added scores. A review of literature showed that PLCs have had a positive effect on student achievement. Therefore, this study's purpose was to examine whether implementing a PLC had a positive effect on 2006-2009 TCAP mean Value-Added scores. The methodology used in this study was an independent samples t test to compare seventh and eighth grade language arts and mathematics TCAP mean Value-Added achievement scores in (a) the PLC school system against (b) the neighboring NPLC school systems' with similar demographics (e.g., ethnicity and economic disadvantage regarding free and reduced-price lunch status). The dependent variable for this study was the TCAP mean Value-Added achievement scores and the independent variable was the type of school students attended, PLC or NPLC. The results showed no significant statistical difference in fifteen of the sixteen contexts addressed; however, for the NPLC in 2006 for eighth grade mathematics one statistically significant result for the NPLC schools.

Download or read book Effects of Single Gender Education on the Reading Achievement of Third Through Fifth Grade Boys written by Michael Brown and published by . This book was released on 2013 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt: It is said repeatedly, boys can't read. However, the statement should be boys can read they just don't. Understanding there is a need for action is the first step educators must take in helping boys emerge as confident and successful readers. Single-gender classrooms can be successful tools when seeking new ways in which to engage boys in reading. This is a step towards creating atmospheres where boys are encouraged to read and where reading is tailored to their interests. The purpose of this causal comparative study was to examine the Measures of Academic Progress (MAP) reading achievement scores of third through fifth grade males placed in both single-gendered and co-educational classrooms. A one-way repeated measures ANOVA was performed and it was observed that there was a statistically significant difference between the scores of third through fifth grade students taught in single-gendered classrooms compared to those taught in co-educational classrooms. Although it was observed that students in single-gendered classrooms generally performed more consistently at or above grade level in each grade but third on the fall 2011 and spring 2012 tests, there appeared to be no significant difference in the at or above grade level percentages of either the control or experimental groups.

Download or read book A Study of Motives Challenges Professional Development and Beneficial Outcomes of Single Gender Classrooms in Coeducational Public Middle Schools written by Calvin McGlown and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: McGlown, Calvin. Ed. D. The University of Memphis. December 2015. A Study of Motives, Challenges, Professional Development, and Beneficial Outcomes of Single-Gender Classrooms in Coeducational Public Middle Schools. Major Professor: Larry McNeal, Ph. D The purpose of this study was to examine the leading motivations, primary challenges, types of professional development engaged in, and positive outcomes perceived by administrators who have either initiated or inherited the practice of single-gender classes within coeducational middle school settings. To address the four research questions presented within this study, the Statistical Package for the Social Sciences (SPSS) was used to conduct multiple analyses that addressed four groups of dependent variables (motives, challenges, professional development, and beneficial outcomes of single-gender education) on the independent variables initiators and inheritors of the single-gender education initiative. Although, no statistically significant differences were observed for the two subgroups of respondents (initiators and inheritors) with respect to answering any of the research questions, there were clearly differences in the perceptions of all respondents as to which reasons most motivated their adoption of single-gender education: which challenges they regarded as the most serious, which types of professional development they most frequently engaged in, and which outcomes they most agreed their programs had achieved. For respondents in the aggregate, addressing learning style, improving student achievement, and decreasing the problems of low achievers were the reasons they selected as most important for taking on single-gender education. The greatest challenges they indicated, were those connected to teacher professional development, with respect to single-gender education and teaching under achieving students. In terms of their own professional development, administrators most frequently read articles and made observational visits to classes in their own schools. Administrators rarely took university coursework related to instruction or made conference presentations. All respondents agreed that their implementation of single-gender education produced a range of positive outcomes, such as improvement in student achievement.

Download or read book Evaluating the Effects of Same gender Schooling on Student Achievement written by Sonja D. Reeves Bennings and published by . This book was released on 2011 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this research study was to quantitatively measure the effectiveness of same-gender schools on middle school students' mathematics and reading achievement for 1 metropolitan school system located in the State of Georgia. This study examined the aggregate Criterion-Referenced Competency Test (CRCT) reading and mathematics performance of 6th- and 7th-grade students who either attended 1 of 2 same-gender schools or 1 of 3 coeducational schools. This study employed a quasi-experimental (interrupted time-series) research design using a z-test. Two research questions addressed in this study were (a) Will a comparison of the CRCT reading and mathematics scores of the district's middle school students (i.e., Grades 6 and 7) evidence a statistically significant difference between the scores of students who attended a same-gender school and those students who did not attend a same-gender school? and (b) Will a comparison of the yearly CRCT reading and mathematics scores of the district's middle school students (i.e., Grades 6 through 7) who attended same-gender schools evidence a statistically significant difference from the inception of the program in 2007 through 2009? The findings of this study indicate a positive correlation between the use of same-gender educational structures and student achievement in reading and math scores on the CRCT. The results of the study indicate the need for further research and educational practices to contribute to the limited body of knowledge on closing the achievement gap in middle school education

Download or read book Student Level Analysis of Year 2 2004 2005 Achievement Outcomes for Tennessee Charter Schools written by Steven M. Ross and published by . This book was released on 2006 with total page 44 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report presents student-level achievement results for two groups of schools in Tennessee: (a) four charter schools that began operation in 2003-2004; and (b) three new charter schools that were established in 2004-2005. These two cohorts were therefore completing their second and first academic years, respectively, at the time the achievement tests were administered in spring 2005. To conduct a rigorous and valid analysis of student achievement outcomes, a matched program-control design was employed at the student level in six of these seven schools. In this design, each charter school student was paired to a comparable "control" student who attended the same or a similar district school in the year prior to the former's charter school enrollment. In the sixth school, which comprised primary elementary grades only, pretest scores were unavailable for the majority of charter school students and potential matched pairs: a comparison group was established by randomly selecting students who were identical in race and poverty status to the charter students and who attended comparable neighborhood schools. This report supplements an earlier report on the implementation progress made by the charter schools, encompassing school climate, classroom teaching methods, and perceptions by teachers, principals, parents, and students. The Tennessee Comprehensive Assessment Program: Achievement Test (TCAP/AT) scores were used to assess academic achievement of students who were in grades 2 to 8 during the 2004-2005 school year. For students in grades 9 to 12 during the 2004-2005 school year, the Tennessee Gateway Assessments were used as outcome assessments. Overall, the analyses of achievement found mostly positive effects for the second-year charter schools but equivocal outcomes for the first-year schools. As indicated in the first-year report, readers are encouraged to interpret the results cautiously given that because of student choice and other constraints, authors were unable to conduct a randomized experimental study that eliminated family interest or involvement as an influential factor, and some grade-level matched-pair sample sizes were small and thus subject to sampling error. (Contains 3 footnotes and 5 tables.) [For the Year 1 report, see ED491148.].

Download or read book The Success of Boys and Single Gender Classrooms written by Kayleen Taffe and published by . This book was released on 2021 with total page 93 pages. Available in PDF, EPUB and Kindle. Book excerpt: This research examined the difference between reading and math achievement and the assignment of students in single gender vs. dual gender classrooms. Achievement data were collected from two Federal Setting IV special education buildings. These settings are for students who struggle to succeed in their home placement schools. The population in these schools are 86-90% male. In these buildings the only single gender classrooms are male. The data collected were pre- and post-data in reading and math. The instruments used were the NWEA-Map and the FastBridge-aReading and aMath. The analysis of these sources of data will help determine if a difference exists between achievement and the gender make-up of classrooms. The findings of the study show that there is no difference in the achievement of single and dual gender classrooms. It was found that these students served in a Federal Setting IV school made minimal gains in achievement. The longevity analysis of three school years showed that the students' scores decreased overtime in these settings. The dual and single gender classes did see an increase in achievement during one school year and in both reading and math. It was not a consistent pattern of growth so no conclusion can be made on the differences in single or dual gender classes. Further research is needed in Federal Setting IV schools.

Download or read book Comparing Achievement Scores of Students in Gender Specific Classrooms with Students in Traditional Classrooms written by Annastashia M. Benson and published by . This book was released on 2011 with total page 48 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Ten Schools Program written by Ebrahim Maddahian and published by . This book was released on 1999 with total page 38 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Teacher Created Criterion referenced Math Assessments and the Tennessee Comprehensive Achievement Program written by SueAnn Barnwell and published by . This book was released on 2010 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Comparison of Student Achievement for Females in Single Gender Learning Environments and Mixed Gender Learning Environments written by Senfronia Smith and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigated academic success for females in single gender and mixed gender learning environments to determine if there was a significant relationship between academic success and the type of learning environment, single gender versus mixed gender.

Download or read book An Examination of Single gender and Coeducational Classes written by Jeanette H. Elam and published by . This book was released on 2009 with total page 12 pages. Available in PDF, EPUB and Kindle. Book excerpt: