Download or read book The Impact of School Climate on Student Achievement in an Affluent Maryland Suburb written by Genee A. Varlack and published by . This book was released on 2008 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this research study was to examine the comparative differences that exist in Title I and non-Title I schools as it pertains to student achievement levels and school climate perceptions. The study sought to examine the differences in achievement levels, as measured by students' MSA scores and school climate measures in Title I and non-Title I schools. Survey research methodology was used to identify school climate. The school environment survey was administered to students in the 20 elementary schools in grades three and five. The survey measured 5 dimensions of climate: welcoming environment; physical environment; discipline; nurturing learning environment; and diversity and commonality. In a setting where the median household income is above {dollar}90,000, where resources are abundant in the schools, and where 90% of the students who graduate continue with their education, the findings of this research showed support for the following conclusions. Despite the affluence in this school system: (1) There is a difference in the academic achievement of students, as measured by the state criterion-referenced reading and/or math sections of the MSA test in Title I elementary schools in comparison to non-Title I elementary schools, (2) There is a difference in the academic achievement of students, as measured by a state criterion-referenced reading and/or math sections of the MSA test based on gender, (3) There is a difference in the academic achievement of students, as measured by a state criterion-referenced reading and/or math sections of the MSA test based on ethnicity, (4) There are differences in the perceptions of school climate among students in Title I elementary schools versus non-Title elementary schools, (5) There are differences in the perceptions of school climate among students based on gender, and (6) There are differences in the perceptions of school climate among students based on ethnicity. -- Abstract.
Download or read book School Climate written by H. Jerome Freiberg and published by Psychology Press. This book was released on 1999 with total page 244 pages. Available in PDF, EPUB and Kindle. Book excerpt: This text provides a framework for educators to look at school and classroom climates. Each chapter includes instruments that may be used in assessments to judge the conduciveness of their learning environment.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2008 with total page 672 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Impact of School Climate on Student Achievement in the Middle Schools of the Commonwealth of Virginia written by David Alexander Bergren and published by . This book was released on 2014 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Impact of School Climate on the School Performance Profile of High Schools written by Kevin A. Molin and published by . This book was released on 2015 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined principal and teacher school climate perceptions to determine if relationships existed between the perceived school climate and the school's performance on the School Performance Profile score (SPP). Principals and teachers from four south central Pennsylvania high schools were questioned using an online survey consisting of both Likert-scale statements and open-ended questions. Participants were also provided the opportunity to participate in an interview to provide more in-depth responses. Data instruments were used to access the school climate perceptions of principals and teachers to identify specific school climate characteristics that affect the SPP score. Principals and teachers identified instruction and assessment, the physical appearance of the building, and leadership and decision-making as significant school climate characteristics. Principals and teachers perceived that a positive school climate does have an impact on student achievement, however results of this survey were unable to identify a relationship between school climate and a school's SPP score. Results found evidence to support previous school climate research supporting the establishment of a positive school climate, including maintaining a safe learning environment, a focus on academics, positive student-teacher relations, and effective leadership abilities can positively impact student achievement. Study data showed school climate to be an important multidimensional concept and that study participants were leveraging school climate characteristics to affect student achievement outcomes.
Download or read book The Impact of District and School Climate on Student Achievement written by Kathleen M. Smith and published by . This book was released on 2008 with total page 340 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Relationship Between School Climate and Student Achievement written by Michele A. Cone and published by . This book was released on 2019 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine if a significant relationship exists between school climate and student achievement. Research shows aspects of school climate impact students, parents, teachers and administrators. Climate is global to the school yet exists as a microclimate in the classroom. The influencers of climate and reaction to climate are intertwined; as one influences the others, a variety of perspectives contribute to the overall picture. This study considers the teacher perspective as an indicator of climate as part of overall organizational health. As one must consider organizational health as a pertinent part of overall school climate, this research study utilized a reduced form of the Purdue Teacher Opinionaire designed by Bentley and Rempel to measure teacher morale (1980). Teachers from two schools within one district voluntarily and anonymously answered questions on ten subtopics reflecting their experiences as a teacher in the school environment. This organizational health inventory provided feedback from participants on 10 factors indicating levels of agreement or disagreement on a four point Likert scale (from 4 = strongly agree to 1= strongly disagree). Teachers were also asked to indicate years of experience on the presurvey question, as this study also considered if factors such as teacher years of experience had any impact on teacher perspective of climate. School climate data and data from the averages of standardized PARCC test scores per school and subject area were analyzed using Bivariate Correlation tests, revealing no significant relationship between school climate and student achievement. Although survey data provided potential consideration for areas of improvement for the district in the study, recommendations by the researcher are for further study in a wider scope to increase generalizability. (ProQuest abstract).
Download or read book The Impact of School Climate and Other Selected Variables on Student Achievement written by James H. Williams and published by . This book was released on 1998 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Building Student Success Through Parent community Involvement written by State Parent/Community Involvement Team (Maryland School Performance Program) and published by . This book was released on 1990 with total page 70 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Relationship Between School Climate and Student Achievement at the Middle School Level in Georgia written by Curtis Brett Wallace and published by . This book was released on 2020 with total page 90 pages. Available in PDF, EPUB and Kindle. Book excerpt: School leaders from all over our nation are under scrutiny and pressure to raise their students’ academic achievement. Good standards-based classroom teaching, supportive teachers, administrators, and parents, and a motivated student all make for a high achieving student. But what is the relationship of the school’s climate to the achievement level? Does the student’s socioeconomic status affect academic achievement? This study collected data from 431 traditional public middle schools in the state of Georgia serving students in Grade 6 through Grade 8 exclusively during the 2017-18 school year. A stepwise multiple regression was used to examine the relationships in both research questions. The stepwise process allowed for the researcher to increase accuracy of results by prioritizing predicting variables of Free/Reduced rate, Climate score, and Administrator Attendance entered by correlation rate with the outcome variables of Mathematics Mean Scale Score and English/Language Arts Mean Scale Score. The purpose of this study is to examine the relationship of school climate and student achievement at the middle school level in Georgia. A quantitative predictive research design was used to measure the relationship between the variables. A multiple regression analysis in this study will provide information for school principals as to the significance of the relationship and of the climate of the school on student achievement. The results of the study will be a valuable resource for Georgia school leaders who must respond to the demands for increased student achievement while attracting and retaining teachers. If school climate has a significant impact on student achievement, then Georgia school leaders may develop plans to improve school climate (Fuller, Young, & Baker, 2010) and simultaneously create and sustain high-quality teams in response to increasing teacher vacancies and decreasing teacher applicants as reported by the Georgia Department of Education (Owens, 2015).
Download or read book Relationship Between School Climate and Student Achievement in Middle Schools written by Brad Boykin and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: Administrators are charged with making decisions and implementing strategies to improve a school's climate and student achievement. Because school climate and student achievement are interrelated, it would benefit administrators to understand which areas of school climate have the greatest impact on student achievement. The State of Georgia measures school climate and achievement with its school accountability measure, College and Career Ready Performance Index (CCRPI). This study employed a quantitative research design using archival data from CCRPI over two years to examine the relationship between school climate and student achievement. The researcher used Pearson's r correlation and multiple regression analysis to examine the relationship between the two components and the predictive effect of each school climate domain on student achievement for traditionally structured middle schools in the State of Georgia. Findings revealed that all four components of school climate, Survey Score, Discipline Score, Safe and Substance-Free Learning Environment Score, and Attendance Score were all related to student achievement. In addition, the Survey Score and Discipline score had the strongest relationship and was the most significant predictor of student achievement. Findings align with those identified in the literature and provide administrators with essential information to strategically make decisions involving processes and procedures that impact these areas. Future research is needed to determine whether the relationship between school climate and student achievement is similar for elementary, middle, or high schools. In addition, separating the data into rural, suburban, and urban schools and running similar tests may also help administrators specifically in those areas.
Download or read book The school climate of today s schools and the personal social needs of our students written by Kristin Faith Fraaza and published by . This book was released on 2005 with total page 126 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Socioeconomic Dilemma written by Thomas J. Altonjy and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This action research focuses on a New Jersey affluent socioeconomic school district where student performance on state mandated proficiency assessments consistently result below District Factor Group (DFG) expectations. Socioeconomic status (SES) has always been believed to be a contributing factor that influences student achievement; however, more recent studies of the relationship between socioeconomic status and academic achievement have concluded that the positive correlation between SES and achievement is much weaker than earlier reports. Other factors besides SES are explored as to their impact on student achievement in this contextual study. Specifically, the extent of impact of school climate, building and district leadership, and curriculum and instruction were investigated. Findings were determined as a result of conducting both quantitative and qualitative research with teacher and administrator participation utilizing surveys and focus groups, along with formal and informal observations, a modified curriculum audit, and an analysis of seven years of state testing results. It was found that the overall school climate was positive, but specific issues surfaced that hindered the development of a more affirmative climate within particular aspects of school climate (namely, beliefs, supervision, impediments, support, and recognition). Building and district leadership was not perceived as optimistically by teachers as the administrators themselves, except in the case of elementary building leadership. Curriculum scope and quality were acceptable, but accurate execution and aspects of quality instruction were absent. School climate and leadership were found to have varying degrees of impact on student achievement dependent upon grade levels and curricular content areas, while the impact of curriculum and instruction on student achievement was inconclusive. In addition, parental involvement and student motivation emerged as additional potential areas of consideration and concern. Following a detailed description regarding the findings, an action plan of recommendations is suggested for implementation to address the substandard student achievement.
Download or read book The Effects of School Climate on Student Achievement in Lower and Higher Performing Public and Charter Elementary Schools in Tennessee written by Aszure Emond Brown and published by . This book was released on 2016 with total page 105 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A SOCIOECONOMIC DILEMMA A STUDY OF A NEW JERSEY I DFG DISTRICT WHERE HIGH STUDENT ACHIEVEMENT DOES NOT MAKE THE GRADE by Thomas J Altonjy written by Thomas J. Altonjy and published by . This book was released on 2011 with total page 386 pages. Available in PDF, EPUB and Kindle. Book excerpt: This action research focuses on a New Jersey affluent socioeconomic school district where student performance on state mandated proficiency assessments consistently result below District Factor Group (DFG) expectations. Socioeconomic status (SES) has always been believed to be a contributing factor that influences student achievement; however, more recent studies of the relationship between socioeconomic status and academic achievement have concluded that the positive correlation between SES and achievement is much weaker than earlier reports. Other factors besides SES are explored as to their impact on student achievement in this contextual study. Specifically, the extent of impact of school climate, building and district leadership, and curriculum and instruction were investigated. Findings were determined as a result of conducting both quantitative and qualitative research with teacher and administrator participation utilizing surveys and focus groups, along with formal and informal observations, a modified curriculum audit, and an analysis of seven years of state testing results. It was found that the overall school climate was positive, but specific issues surfaced that hindered the development of a more affirmative climate within particular aspects of school climate (namely, beliefs, supervision, impediments, support, and recognition). Building and district leadership was not perceived as optimistically by teachers as the administrators themselves, except in the case of elementary building leadership. Curriculum scope and quality were acceptable, but accurate execution and aspects of quality instruction were absent. School climate and leadership were found to have varying degrees of impact on student achievement dependent upon grade levels and curricular content areas, while the impact of curriculum and instruction on student achievement was inconclusive. In addition, parental involvement and student motivation emerged as additional potential areas of consideration and concern. Following a detailed description regarding the findings, an action plan of recommendations is suggested for implementation to address the substandard student achievement.
Download or read book City Schools and the American Dream 2 written by Pedro A. Noguera and published by Teachers College Press. This book was released on 2020 with total page 193 pages. Available in PDF, EPUB and Kindle. Book excerpt: Over a decade ago, the first edition of City Schools and the American Dream debuted just as reformers were gearing up to make sweeping changes in urban education. Despite the rhetoric and many reform initiatives, urban schools continue to struggle under the weight of serious challenges. What went wrong and is there hope for future change? More than a new edition, this sequel to the original bestseller has been substantially revised to include insights from new research, recent demographic trends, and emerging political realities. In addition to surveying the various limitations that urban schools face, the book also highlights programs, communities, and schools that are making good on public education’s promise of equity. With renewed commitment and sense of urgency, this new edition provides a clear-eyed vision of what it will take to ensure the success of city schools and their students. “City schools continue to play one of the most important roles in our quest to restore democracy. This is a must-read . . . again!” —Gloria Ladson-Billings, University of Wisconsin–Madison “The authors provide concrete examples of innovative strategies and practices employed by urban schools that are succeeding against all odds.” —Betty A. Rosa, chancellor, New York State Board of Regents “This is the book every teacher, parent, policymaker, and engaged citizen should read.” —Marcelo M. Suárez-Orozco, UCLA
Download or read book Improving Student Learning written by Herbert J. Walberg and published by IAP. This book was released on 2010-12-01 with total page 153 pages. Available in PDF, EPUB and Kindle. Book excerpt: Improving Schools to Promote Learning is a concise and common-sense examination of all the moving parts that drive student learning. The book ties together the research, policies, and practices relative to the state, district, school, classroom, and family, and explains their effects on student learning. The author covers an array of topics, including technology, charter schools, turnaround initiatives, and instruction in specific subject areas. Herbert J. Walberg’s book continues the work of previous publications from the Center on Innovation & Improvement (Handbook on Restructuring and Substantial School Improvement and Handbook on the Statewide Systems of Support) that connect research to practice at various levels of the education system. The book is accessible to a wide audience, including educators, school board members, parents, and policy makers. Walberg includes action steps in every chapter, providing practical recommendations for improved student achievement. The author also offers select references for additional material on the best research and most effective practices.
