Download or read book The Effect of Participation in the Advancement Via Individual Determination AVID Program on the Number of Discipline Referrals in a Middle School written by Monica L. Kidd and published by . This book was released on 2006 with total page 60 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Study of the Advancement VIA Individual Determination AVID Program and Student Self efficacy and Academic Achievement written by Kimberly S. Monachino and published by . This book was released on 2012 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt: This research study examined the impact of the Advancement Via Individual Determination (AVID) program on students' self-efficacy and academic achievement outcome measures at the middle and high school level. AVID is a college readiness system designed to prepare at-risk students in the fourth through 12th grade for college. The main focus of this study was to determine if there was a difference in students' self-efficacy based on the number of years in the AVID program and if there was a difference in AVID students' academic achievement outcome measures between seventh and eighth grade in reading and math. Participants included seventh through 11th grade AVID students in one suburban school district within northeast Ohio (N = 239). These students reported perceptions of their self-efficacy on the My Voice Survey (QISA, 2010). Student achievement data were obtained from the 2010-2011 Ohio Department of Education Local Report Card. Through multivariate analysis of variance (MANOVA) the data were analyzed. Findings from this study indicated that there were statistically significant differences in students' self-efficacy based on the number of years in the AVID program and statistically significant differences in academic achievement outcome measures between seventh and eighth grade for AVID students in reading and math. AVID students' active engagement was statistically significant in year 1 of the AVID program when compared to year 2, year 3 or more. Seventh grade AVID students' math scores had a statistically significant higher mean score (414.66) than did eighth grade AVID students' math scores (403.02). These results suggested that AVID students' self-efficacy and academic achievement outcomes did not increase as they progressed through the program. The data showed that perhaps the AVID program may not be the answer to the problem that was posed in this study and that the AVID program alone may not be the reason for the findings of the study. The results may be attributed to other variables beyond the AVID program, such as high quality instruction from teachers, mentoring from tutors, support from guidance counselors, or encouragement from family members.
Download or read book Effects of Implementing an Advancement Via Individual Determination AVID Program at a Middle School written by Paolina Schiro and published by . This book was released on 2001 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Impact of Advancement Via Individual Determination AVID on Achievement and Perceptions of Learning written by Zoe Varela Beltz and published by . This book was released on 2018 with total page 82 pages. Available in PDF, EPUB and Kindle. Book excerpt: Preparing students for success in their educational endeavors and beyond is the primary function of schools and, yet, how to do so is one of the most hotly debated issues of education today. Programs such as Advancement Via Individual Determination, or AVID, seek to help students become more successful and more prepared for college and also hope to close the achievement gap. This study examines the impact of the AVID program at one Southern California high-performing school on its students' academics and perceptions of school and learning. The study found that students within the AVID program increased their GPAs and those who had been in for two years had even stronger growth. Additionally, results showed that students overwhelmingly felt that the program had a positive impact on their school and learning, most especially on aspects of organization, collaboration, and the AVID family.
Download or read book Students in the Middle written by Helen Tighe Nguyen and published by . This book was released on 2011 with total page 246 pages. Available in PDF, EPUB and Kindle. Book excerpt: "AVID is an international, elementary, middle, and high school program that reaches out to students who perform in the academic middle....The purpose of the program evaluation study was to investigate whether the objectives of the AVID program were met at a middle school located in a northeastern suburb of metro Atlanta"--Leaf iii.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2008 with total page 734 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Advancement Via Individual Determination AVID written by Ronald C. Spanjer and published by . This book was released on 2014 with total page 126 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Advancement Via Individual Determination AVID written by Griselda Castro and published by . This book was released on 2005 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book An Evaluation of the Efficacy of the Advancement Via Individual Determination AVID Program written by Wanda Virginia Bailey and published by . This book was released on 2002 with total page 274 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of the Stop and Think Program on Discipline Referrals at Lindale Middle School written by Laura A. Kinnamon and published by . This book was released on 2007 with total page 98 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Discipline Referrals and Their Relationship to Middle School Student Academic Achievement written by Jeffrey Michael Flexer Friedenberg and published by . This book was released on 2015 with total page 75 pages. Available in PDF, EPUB and Kindle. Book excerpt: This thesis studies how disproportionate discipline rates contribute to an achievement gap between African American and Latino students and their White and Asian peers at the middle school level. Four years' worth of discipline referral data were collected from six different middle schools in the same district. These referral data were then sorted by ethnicity. Calculations were done to determine each ethnicity's Composition Index, a metric derived from dividing the ethnicity's percentage of representation in discipline referrals, by its percentage of representation in the school population. The Composition Index values were then compared against each ethnicity's achievement data as measured by the California Standardized Test (CST). The study focuses on the correlation between each ethnicity's Composition Index value and their achievement on the CST above or below the school's average. The result of the research at all six middle schools shows that not only are African American and Latino students disciplined disproportionately more than their White and Asian peers, but this disproportionality strongly correlates with a gap in academic achievement.
Download or read book The Effects of the AVID Program on the School Performance of Students written by Erika Nash and published by . This book was released on 2015 with total page 31 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book How Does the Progressive Accountability Classroom Intervention Effect Discipline Outcomes in Urban Middle School Students written by Shaneika Smith and published by . This book was released on 2020 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: School discipline has garnered national, state and local attention in regard to the excessive use of exclusionary practices and its lifelong impact on youth. The increase in exclusionary practices has been attempted to be addressed through discipline policy reform, the push for multi-tiered systems of support, and the adoption of restorative practices. The longevity of these initiatives, however, can be thwarted by the origins of most suspensions- the classroom. This study evaluated the Progressive Accountability Classroom Intervention for Middle School (PACI-MS) to explore its impact on discipline outcomes. The PACI-MS was created through the collaboration of network school counselors, the network school psychologist, administrators, special education teachers, and general education teachers to provide support for teacher-managed behaviors. The archival discipline data for students attending an urban middle school located in the southeastern United States were reviewed for one-year pre-intervention and two years post-intervention. The discipline outcomes for 83 students was analyzed from the pre-intervention year, post-intervention year, and for the post-intervention follow-up year. This program evaluation aimed to answer the general research question: How does the Progressive Accountability Classroom Intervention for Middle School effect discipline outcomes in urban middle school students? Discipline categories that were assessed include: after-school reflection, administrative referral, suspension, and expulsion occurrences. Findings indicated that the use of the PACI-MS led to statistically significant differences in discipline data across time points and discipline categories. There were also no mean differences in discipline occurrences based on gender prior to and after PACI-MS implementation. Additionally, after-school reflection occurrences decreased in the first year of implementation but increased in the second year of implementation. Administrative referral and suspension occurrence did not have a statistically significant decrease after PACI-MS implementation. Correlation analyses, however, indicated a strong relationship between administrative referral outcomes and suspension outcomes. Select years also conveyed a strong relationship between after-school reflection occurrences and suspension outcomes. This suggests that integrated programs such as the PACI-MS created through collaboration across disciplines, is necessary to impact classroom managed behavior and referrals. Other implications for future practice, school counselor leadership & collaboration, and other areas of study are reviewed and discussed..
Download or read book The Science of Learning and Development written by Pamela Cantor and published by Routledge. This book was released on 2021-06-21 with total page 245 pages. Available in PDF, EPUB and Kindle. Book excerpt: This essential text unpacks major transformations in the study of learning and human development and provides evidence for how science can inform innovation in the design of settings, policies, practice, and research to enhance the life path, opportunity and prosperity of every child. The ideas presented provide researchers and educators with a rationale for focusing on the specific pathways and developmental patterns that may lead a specific child, with a specific family, school, and community, to prosper in school and in life. Expanding key published articles and expert commentary, the book explores a profound evolution in thinking that integrates findings from psychology with biology through sociology, education, law, and history with an emphasis on institutionalized inequities and disparate outcomes and how to address them. It points toward possible solutions through an understanding of and addressing the dynamic relations between a child and the contexts within which he or she lives, offering all researchers of human development and education a new way to understand and promote healthy development and learning for diverse, specific youth regardless of race, socioeconomic status, or history of adversity, challenge, or trauma. The book brings together scholars and practitioners from the biological/medical sciences, the social and behavioral sciences, educational science, and fields of law and social and educational policy. It provides an invaluable and unique resource for understanding the bases and status of the new science, and presents a roadmap for progress that will frame progress for at least the next decade and perhaps beyond.
Download or read book The Effects of Discipline Interventions of the Multi tier System of Support on Discipline Referrals and Grades written by Aaron Toliver Lee and published by . This book was released on 2020 with total page 97 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine if the implementation of the Multi-Tier System of Support (MTSS) interventions influenced the number of office discipline referrals and student achievement as measured by students’ Grade Point Averages (GPAs). The MTSS program included three interventions: Tier 1 (a new discipline ladder), Tier 2 (a new discipline ladder and mentor teachers) and Tier 3 (a new discipline ladder, mentor teachers, and group counseling). The study employed a quantitative research design and used an existing data set. The first three research questions sought to determine if there were statistically significant differences between the total number of office discipline referrals for students during the 2017-2018 school year and the 2018-2019 school year after implementation of the MSTT Tier 1, Tier 2, and Tier 3 interventions. The last three questions ascertained if there were statistically significant differences in the GPAs of the three Tier groups after implementation of the MTSS interventions. The analysis of the data and findings showed mixed results. The Tier 1 student group demonstrated a statistically significant change in the number of discipline referrals. There was not a positive effect in the number of discipline referrals after implementation of the MTSS Tier 1 intervention of a new discipline Ladder. The students in the Tier 1 student group actually had more office discipline referrals after the implementation of the MTSS interventions. There was a slight decline for the number of discipline referrals for the students in Tier 2. However, this change was not statistically significant. There was statistically significant decline in the number of discipline referrals for the students in Tier 3. The study showed very little changes in GPAs for any of the Tiers. There were no statistically significant differences in students’ GPAs before and after implementation of MTSS for interventions with Tiers 1, 2, and 3. The study revealed that the subgroups among the Tier 1, 2 and 3 groups with the largest change in the mean for number of discipline referrals occurred with 11th and 12th grade students. Among the 12th grade students, female students demonstrated the most significant reduction in the mean of discipline referrals.
Download or read book Promoting Social and Emotional Learning written by Maurice J. Elias and published by ASCD. This book was released on 1997 with total page 175 pages. Available in PDF, EPUB and Kindle. Book excerpt: The authors draw upon scientific studies, theories, site visits, nd their own extensive experiences to describe approaches to social and emotional learning for all levels.
Download or read book SARB School Attendance Review Board written by and published by . This book was released on 1985 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt:
