Download or read book School Size Socioeconomic Status and Mobility as Predictors of Achievement Among Washington State Fourth Eight and Tenth Grade Students written by James Patrick Gibson and published by . This book was released on 1989 with total page 294 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Student Mobility written by Institute of Medicine and published by National Academies Press. This book was released on 2010-05-09 with total page 92 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many low-income families struggle with stable housing and frequently have to move due to foreclosures, rent increases, or other financial setbacks. Children in these families can experience lasting negative effects, especially those who are young and still developing basic learning and social skills. A joint NRC-IOM committee held a workshop in June 2009 to examine these issues, highlight patterns in current research, and discuss how to develop a support system for at-risk children.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 1990 with total page 612 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Relationships Among Achievement Low Income and Ethnicity in Washington State written by Martin Abbott and published by . This book was released on 2009 with total page 17 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this report is to discuss the continuing difficulties school leaders and students face as they grapple with the "achievement gap" among students of different ethnic and socio-economic backgrounds. Several years ago, researchers at the Washington School Research Center sought to evaluate the "unique contribution of low income and ethnicity to academic achievement" (Abbott & Joireman, 2001) in Washington State. This current report is a replication of the 2001 study, which used data from the 2000 school year. The authors analyzed 2008 data to note any changes in the relationships among ethnicity, low income and achievement Washington. The 2001 report concluded that the percentage of low-income students by schools was much more predictive of achievement than school-level ethnic proportion. In the present study, the authors included school-level reading and math achievement as the outcome measures to parallel the 2001 report. Their analyses focused on the impact of ethnicity and low income on achievement, as well as the relationship all study variables. The analyses they present in this study are based on aggregated school-level data in 2008 available from the Office of the Superintendent of Public Instruction in Washington State. The data from 2008 grades 3, 4, 5, 6, 7, 8, and 10 support the conclusion that low income explains a much larger percentage of the variance in academic achievement than ethnicity. As noted in the 2001 report, the authors do not conclude that ethnicity is unrelated to academic achievement; rather it is a much less powerful predictor of achievement when low income is included in the analyses. Specifically, they affirm the 2001 finding that "the relationship between ethnicity and academic achievement is mostly indirect: ethnicity relates to low income, and low income in turn relates to academic achievement" (Abbott & Joireman, 2001). Another 2001 finding supported by their analyses is that, "while low income and ethnicity together explained a relatively high percentage of the variance in most of the outcome measures, a sizable percentage of the variance in achievement scores could not be accounted for by these variables" (Abbott & Joireman, 2001). In the present study, 20% to 47% of the variance in reading and math achievement across all the study grades was unexplained by low income and ethnicity as a set. This calls for subsequent analyses that might identify other influences on achievement that might clarify the low income--ethnicity relationships. Using "Percent White" as Ethnicity is appended. (Contains 3 tables, 4 figures and 4 footnotes.) [For the previous report, "The Relationships among Achievement, Low Income, and Ethnicity across Six Groups of Washington State Students. Technical Report #1," see ED454356.].
Download or read book Too Many Children Left Behind written by Bruce Bradbury and published by Russell Sage Foundation. This book was released on 2015-06-30 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt: The belief that with hard work and determination, all children have the opportunity to succeed in life is a cherished part of the American Dream. Yet, increased inequality in America has made that dream more difficult for many to obtain. In Too Many Children Left Behind, an international team of social scientists assesses how social mobility varies in the United States compared with Australia, Canada, and the United Kingdom. Bruce Bradbury, Miles Corak, Jane Waldfogel, and Elizabeth Washbrook show that the academic achievement gap between disadvantaged American children and their more advantaged peers is far greater than in other wealthy countries, with serious consequences for their future life outcomes. With education the key to expanding opportunities for those born into low socioeconomic status families, Too Many Children Left Behind helps us better understand educational disparities and how to reduce them. Analyzing data on 8,000 school children in the United States, the authors demonstrate that disadvantages that begin early in life have long lasting effects on academic performance. The social inequalities that children experience before they start school contribute to a large gap in test scores between low- and high-SES students later in life. Many children from low-SES backgrounds lack critical resources, including books, high-quality child care, and other goods and services that foster the stimulating environment necessary for cognitive development. The authors find that not only is a child’s academic success deeply tied to his or her family background, but that this class-based achievement gap does not narrow as the child proceeds through school. The authors compare test score gaps from the United States with those from three other countries and find smaller achievement gaps and greater social mobility in all three, particularly in Canada. The wider availability of public resources for disadvantaged children in those countries facilitates the early child development that is fundamental for academic success. All three countries provide stronger social services than the United States, including universal health insurance, universal preschool, paid parental leave, and other supports. The authors conclude that the United States could narrow its achievement gap by adopting public policies that expand support for children in the form of tax credits, parenting programs, and pre-K. With economic inequalities limiting the futures of millions of children, Too Many Children Left Behind is a timely study that uses global evidence to show how the United States can do more to level the playing field.
Download or read book The Dollar Dynamic written by Lisa A. Engweiler and published by . This book was released on 2005 with total page 90 pages. Available in PDF, EPUB and Kindle. Book excerpt: Because school districts are dependent upon financial resources determined by the test scores of their students, this study seeks to examine the factors that influence test scores. Using an alternative model which includes student role performance, school resources, and family background, this study compares the academic achievement of students across four quartiles of socioeconomic status. This research uses the National Educational Longitudinal Study, and examines the composite test scores of eighth grade students in 1988. Ordinary Least Squares analyses indicate the strongest influence on a student's test score is their socioeconomic status, resulting in a statistically significant increase in the standardized coefficient of .264 points. These results indicate the importance of funding schools in another manner that does not perpetuate student inequality and hinder the later life success of individuals.
Download or read book School Achievement of Children by Demographic and Socioeconomic Factors United States written by Klaus Warner Schaie and published by . This book was released on 1971 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Comprehensive Dissertation Index 1861 1972 Education written by Xerox University Microfilms and published by . This book was released on 1973 with total page 1202 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Evaluating the Relative Age Effect on Math and Reading Achievement written by Julie F. Summey and published by . This book was released on 2015 with total page 296 pages. Available in PDF, EPUB and Kindle. Book excerpt: In light of the current interest in and need for determining when a child is developmentally ready for kindergarten, the purpose of this study was to determine the effect of the chronological age differences of Greenville County public school students in the same grade level on math and reading achievement. Student achievement was measured by spring 2013 Measures of Academic Progress (MAP) scores in second, fourth, sixth, and eighth grades and spring 2013 High School Assessment Program (HSAP) scores in tenth grade. The study also sought to determine whether a significant interaction existed between chronological age and gender, race, Individualized Education (IEP) status, and socioeconomic status (SES) as well as whether age, gender, race, IEP status, and SES where significant predictors of tenth grade HSAP math and reading scores. - Problem statement.
Download or read book The Effect of Socio economic Status on Academic Achievement written by Jennifer Elizabeth Barry and published by . This book was released on 2006 with total page 70 pages. Available in PDF, EPUB and Kindle. Book excerpt: [Author's abstract] This study addresses the increasing importance of student test scores by examining the different factors that influence test scores. Composite test scores of tenth grade students from the Educational Longitudinal Study of 2002 are examined using a four-part model which includes student role performance, school, family, and peer factors. Ordinary Least Squares analysis indicates that the strongest predictor of student test scores is socioeconomic status, resulting in a statistically significant increase in the standardized coefficient of .224 points. These results support previous research and possible directions for public policy are given.
Download or read book A Comparison of the Academic Achievements of Intermediate Students Based on Socioeconomic Status and Participation in an After School Program written by and published by . This book was released on 2007 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine what, if any, associations exist between students' academic success on achievement tests and the predictor variables of studentsâ socioeconomic status, participation in an after-school program, and gender. Middlesboro Intermediate School contains a high number of students who participate in the federal free- or reduced-price school meals program, as well as attend the after-school program. This study factored in the studentâs academic success on the Kentucky Core Content Test and the socioeconomic status of students based on their qualification for the federal free- or reduced-cost school meals program, their participation in the after-school program, and their gender. This study was based on test results for students in the fourth grade in the areas of math, science, reading, writing on demand, and writing portfolio, as well as the test results for the fifth-grade students in the areas of arts and humanities, practical living-vocational studies, social studies, math, and reading. The entire school population was included except for students never attending the after-school program and students receiving testing modifications on the Kentucky Core Content Test. Based on the analysis of the data and findings of this study, the implementation of an after-school program appears to have benefits for all students regardless of socioeconomic status; however, student success differs by content areas and the number of days of attendance in the after-school program.
Download or read book Effects of Rural High School Size and Socioeconomic Status on Achievement of Tenth Graders written by Peter W. O'Rourke and published by . This book was released on 2006 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book General Achievement Trends written by Center on Education Policy and published by . This book was released on 2009 with total page 19 pages. Available in PDF, EPUB and Kindle. Book excerpt: This general achievement trends profile includes information that the Center on Education Policy (CEP) and the Human Resources Research Organization (HumRRO) obtained from states from fall 2008 through April 2009. Included herein are: (1) Bullet points summarizing key findings about achievement trends in that state at three performance levels--basic and above, proficient and above, and advanced; (2) Background information about limitations of the state's test data and characteristics of the state's testing system, including major changes in its testing system; (3) Figures and tables with the percentages of students scoring at the proficient level and above for all years with comparable data since 1999 and for all grades tested under the No Child Left Behind Act; (4) Figures and tables with percentages of students performing at three achievement levels--basic, proficient, and advanced--for all years with comparable data and for grades 4, 8, and 10 (or adjacent grades, in the case of states that lack comparable trend data for these default grades); (5) Figures and tables with mean scale scores, standard deviations, and effect sizes for all years with comparable data and for the three grades analyzed in this study; and (6) Figures and tables with mean scale scores, standard deviations, and effect sizes for all years with comparable data and for the three grades analyzed in this study. Due to changes in Washington's testing program, only three years of comparable test data (2006-2008) are available at the middle school level, the minimum span needed to discern a trend. Comparable data go back to 2002 for the other grade levels. Overall, Washington students made gains at the basic, proficient and advanced levels at most, but not all, of the grade levels analyzed. Specific results include: (1) The percentage of students scoring at the basic level and above in reading declined slightly at the elementary and middle school grades analyzed but increased at a moderate-to-large rate at the high school level; in math, the percentage of students at the basic level decreased slightly at the elementary level, increased at a moderate-to-large rate at the middle school level, and rose slightly at the high school level; (2) In reading, the percentage of students at the proficient level and above increased at a moderate-to-large rate at the elementary and high school levels but decreased at a moderate-to-large rate at the middle school grade analyzed; in math, there was a slight increase in the percentage proficient at the elementary level and moderate-to-large gains at the middle and high school grades analyzed; and (3) The percentage of students reaching the advanced level increased at a moderate-to-large rate in reading at the elementary grade analyzed and at a slight rate at the middle and high school levels; in math, the percentage of advanced students went up slightly at the elementary and high school levels and at a moderate-to-large rate at the middle school level. (Contains 6 figures and 6 tables.) [For "State Test Score Trends through 2007-08, Part I: Is the Emphasis on 'Proficiency' Shortchanging Higher- and Lower-Achieving Students?," see ED506121. For "State Test Score Trends through 2007-08. Part II: Is There a Plateau Effect in Test Scores?," see ED506122.].
Download or read book A Study of the Impact of Socioeconomic Status on Student Achievement in a Rural East Tennessee School System written by and published by . This book was released on 2009 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to explore the impact of socioeconomic status on academic achievement as measured by the Tennessee Comprehensive Assessment Program Achievement Test and the Tennessee Comprehensive Assessment Program Writing Assessment. The population consisted of 8th grade students enrolled in 4 elementary schools in a rural school system in Tennessee. Data were analyzed for the population of the 2006-2007 academic school year. A 2-way analysis of variance model was used to compare the means among the schools, the means between economically disadvantaged students and those who were not economically disadvantaged, and whether there was a significant school by socioeconomic status interaction. The independent variables were the schools (School A, B, C, D) and the socioeconomic status of the students (those who qualified for free or reduced price meals and those who did not qualify for free or reduced price meals). The 5 dependent variables in the study were the number of items students answered correctly on the math, language arts, science, and social studies portions of the test and the holistic writing test scores. The quantitative findings revealed the F test for the school by socioeconomic status interaction term was not significant in all 5 research questions. The mean score of economically disadvantaged students was lower than noneconomically disadvantaged students in math, language arts, social studies, and science. Results indicated no difference in the mean writing scores between students who were economically disadvantaged and students who were not. When the main effect of school was significant, the Bonferroni post hoc multiple pairwise comparisons test was used to determine which pair of school means was different. The main effect of school was significant in math, social studies, science, and writing. There were no significant differences in the mean number of language arts items answered correctly among the schools.
Download or read book Looking Forward to High School and College written by Elaine Allensworth and published by Consortium on Chicago School Research. This book was released on 2014-09-01 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt: Grades and attendance-not test scores-are the middle grade factors most strongly connected with both high school and college success. In fact, grades and attendance matter more than test scores, race, poverty, or other background characteristics for later academic success. This report follows approximately 20,000 Chicago Public Schools students as they transition from elementary to high school. It is designed to help answer questions about which markers should be used to gauge whether students are ready to succeed in high school and beyond. It also considers the performance levels students need to reach in middle school to have a reasonable chance of succeeding in high school.
Download or read book Gender Disparities in U S Educational Achievement During Elementary and Middle School written by Erin Michelle Fahle and published by . This book was released on 2018 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: In this dissertation, I use two novel test score data sets to study disparities in gender achievement during elementary and middle school within nearly every U.S. school district. The first paper, coauthored with Sean F. Reardon, Demetra Kalogrides, Anne Podolsky, and Rosalía Zárate, provides estimates of male-female test score gaps in math and English Language Arts (ELA) for roughly 10,000 school districts using state accountability test data from third through eighth grade students in the 2008-09 through 2014-15 school years. We find that the average school district has no gender achievement gap in math, but a gap of roughly -0.23 standard deviations in ELA. Both math and ELA gender achievement gaps vary among school districts and are positively correlated -- some districts have more male-favoring gaps and some more female-favoring gaps relative to the average district. We further find that math gaps tend to favor males more in socioeconomically advantaged school districts and in districts with larger gender disparities in adult socioeconomic status. These two variables explain about one fifth of the variation in the math gaps. However, they explain virtually none of the geographic variation in ELA gaps. In the second paper, I use longitudinal student test data provided by the Northwest Evaluation Association to understand how male-female achievement gaps in math and reading change from third through eighth grade. I find that, on average, male-female test score gaps widen in math and narrow in reading until fifth grade reflecting that male students gain ground relative to female peers. However, these trends reverse in favor of female students after fifth grade: nearly closing the math gap and widening the reading gap to its largest point. I also find evidence that grade trends vary among school districts. Similar to average gaps, growth in the gaps over grades varies in a gender-favoring pattern. Some districts have slightly male-favoring growth and others strongly female-favoring growth. I explore whether behavioral and socioeconomic covariates are associated with gap growth rates in school districts, but I find that they explain only ten percent of the between-district variation in gap growth. In the last paper, I use state accountability data to study the gender disproportionality of high achieving students within U.S. school districts -- those who score in the top ten percent of their state achievement distributions in math and ELA. I find that districts with high socioeconomic status and large proportions of adults working in business and science occupations tend to have large proportions of male and female high achievers in both math and ELA. These factors, along with racial composition, explain about fifty percent of the between-district variation in the overall proportions of high achieving male and female students served. On average the gender composition of the highest achieving students is stereotypical -- males are overrepresented among high achievers in math and females are overrepresented among high achievers in ELA within school districts. However, I also find that females tend to be less overrepresented in ELA in districts with higher proportions of adults in business and science occupations, as well as in districts with larger male-female disparities in business occupation rates. Taken together, these three papers show there is substantial variation in gender disparities among U.S. school districts. Moreover, they consistently show that local variation in both gaps and gap growth is gender-favoring, suggesting that researchers and policymakers need to focus on local, contextual factors that may provide one gender an academic advantage over the other during school years.
Download or read book A Longitudinal Study of Predictors of Student Achievement Related to Socioeconomic Status Race ethnicity Attendance and Student Mobility written by Theresa Ann Norris and published by . This book was released on 2000 with total page 254 pages. Available in PDF, EPUB and Kindle. Book excerpt:
