Download or read book The Impact of Teacher Absenteeism and Teacher Characteristics on Third Through Eighth Grade Achievement in Language Arts and Mathematics written by Florence O. Cocroft and published by . This book was released on 2015 with total page 87 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the relationship between teacher absenteeism and teacher characteristics on third through eighth grade achievement as measured by the Mississippi Curriculum Test 2 (MCT2) language arts and mathematics assessment. School year 2012-2013 yearly assessment scores for 3rd, 4th, 5th, 6th, 7th, and 8th grade students in 1 school district in the State of Mississippi were analyzed to determine if teachers' rate of absenteeism, age, gender, years of teaching experience, degree and certification influenced student academic achievement. This study was guided by 5 research questions and employed 2 research designs. Correlational research was used to answer research question 1, 4 and 5. Question 1 sought to determine the differences in the magnitude of the relationships between teacher absences and student achievement across schools and grade levels. Questions 4 and 5 sought to determine how accurately teachers' rate of absenteeism, age, gender, years of teaching experience, degree and certification predicted 3rd through 8th grade student achievement in language arts and mathematics.
Download or read book Teacher Absenteeism and Student Achievement Scores on the TN Ready written by Alisa Rene'e Bledsoe Wilson and published by . This book was released on 2021 with total page 206 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to investigate the relationship between teacher absenteeism and student achievement on the TNReady achievement test in the Southeast region. The three instruments used in this study were the TNReady achievement test results from 2018–2019, teacher absentee data provided by the local school district, and survey answers from Survey Monkey. The data from these three instruments formed the basis to compare sixth-, seventh-, and eighth-grade student achievement scores with teacher absentee data. Vital to this investigation was the premise that student achievement can be negatively impacted by excessive teacher absenteeism in the classroom. The results of the findings indicated that, within the sample of teachers and students studied, there was no significance found between teacher absenteeism and student achievement on the sixth-grade level and negative, weak correlation with significance on seventh and eighth grades for English-language arts, math, and social studies. In this study, 57% of middle school teachers chose to be absent due to sickness, but 47% of the same teachers were absent due to reasons other than sickness. The phenomenon of teacher absenteeism was as varied as the teachers were who taught in the field of education, including reasons for absences, views on attendance policy, and suggestions for what could be done to prevent teacher absenteeism.
Download or read book Teacher Shocks and Student Learning written by Jishnu Das and published by World Bank Publications. This book was released on 2005 with total page 44 pages. Available in PDF, EPUB and Kindle. Book excerpt: "A large literature examines the link between shocks to households and the educational attainment of children. The authors use new data to estimate the impact of shocks to teachers on student learning in mathematics and English. Using absenteeism in the 30 days preceding the survey as a measure of these shocks they find large impacts: A 5 percent increase in the teacher's absence rate reduces learning by 4 to 8 percent of average gains over the year. This reduction in learning achievement likely reflects both the direct effect of increased absenteeism and the indirect effects of less lesson preparation and lower teaching quality when in class. The authors document that health problems-primarily teachers' own illness and the illnesses of their family members-account for more than 60 percent of teacher absences; not surprising in a country struggling with an HIV/AIDS epidemic. The relationship between shocks to teachers and student learning suggests that households are unable to substitute adequately for teaching inputs. Excess teaching capacity that allows for the greater use of substitute teachers could lead to larger gains in student learning. "--World Bank web site.
Download or read book The Relationship Between Job Satisfaction Teacher Absenteeism and Intermediate School Achievement in Math and Language Arts written by Daniel Winters and published by . This book was released on 2014 with total page 125 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the relationship between teacher absenteeism and student achievement in math and language arts in the rural environment. Classical Economic Theory was used as a foundation in combination with Choice Theory and The Model of Learning to examine the role of the teacher and how the chronically absent teacher impacts the quality of learning for the student. The nature of substitute teaching was reviewed as well as how a break in continuity of instruction, caused by the chronically absent teacher, affects the overall quality of the educational environment. The amount of time teachers are absent from instructional duties and the reasons teachers miss school were examined. A correlational research design was utilized to determine if a relationship between teacher absenteeism and student achievement based on archived Tennessee Comprehensive Assessment Program (TCAP) data exists. The study specifically examined how student attainment, in the areas of math and language arts, may be related to teacher absenteeism and how teachers' job satisfaction relates to teacher absenteeism. Results suggest a weak correlation between absenteeism and student achievement and a general feeling of approval in the measure of job satisfaction.
Download or read book Digest of Education Statistics 2012 written by Thomas D. Snyder and published by Government Printing Office. This book was released on 2014-04 with total page 842 pages. Available in PDF, EPUB and Kindle. Book excerpt: Digest of Education Statistics 2012 is the 48th in a series of publications initiated in 1962. Its primary purpose is to provide a compilation of statistical information covering the broad field of American education--from pre-kindergarten through graduate school--drawn from government and private sources, but especially from surveys and other activities led by NCES (National Center for Education Statistics) part of the Institute for Education Sciences (IES). The digest contains data on the number of schools, students, and teachers, as well as statistics on educational attainment, finances, libraries, technology, and international comparisons. Details on population trends, education attitudes, labor force characteristics, and federal aid supplies helpful background for evaluating the education data. This statistical reference could be helpful to parents choosing schools for their children as well as for teachers, librarians, and public administrators as it tracks enrollment, population trends and key areas of studies with student progress. It also tracks the post-secondary/college level detailing undergraduate tuition and room/board ESTIMATE costs at private nonprofit institutions, private for profit institutions and public institutions. It also tallies the number of postsecondary degrees and provides some gender demographics in this area. The Digest contains seven chapters: All Levels of Education, Elementary and Secondary Education, Postsecondary Education, Federal Programs for Education and Related Activities, Outcomes of Education, International Comparisons of Education, and Libraries and Adult Education. Preceding these chapters is an Introduction that provides a brief overview of current trends in American education, which supplements the tabular materials in chapters 1 through 7. The Digest concludes with three appendixes. The first appendix, Guide to Sources, provides a brief synopsis of the surveys used to generate the Digest tables; the second, Definitions, is included to help readers understand terms used in the Digest; and the third, Index of Table Numbers, allows readers to quickly locate tables on specific topics. In addition to updating many of the statistics that have appeared in previous years, this edition contains new material, including: Percentage distribution of 6- to 18-year olds, by parent''s highest level of educational attainment, household type (either two-parent or single-parent), and child''s race/ethnicity (table 12); Enrollment and percentage distribution of enrollment in public elementary and secondary schools, by race/ethnicity and region (table 44); Number and percentage of public school students participating in programs for English language learners, by state (table 47); Children 3 to 21 years old served under Individuals with Disabilities Education Act, Part B, by age group and race/ethnicity (table 49); Percentage of 3-, 4-, and 5-year-old children enrolled in preprimary programs, by attendance status, level of program, and selected child and family characteristics (table 57); Number and enrollment of public elementary and secondary schools that have closed, by school level and type (table 109); Number and percentage distribution of public school students eligible for free or reduced-price lunch, by school level, locale, and student race/ethnicity (table 112); Public elementary and secondary charter schools and enrollment, by state (table 117); First-time kindergartners'' reading, mathematics, science, cognitive flexibility, and approaches to learning scale scores in fall and spring of the kindergarten year, by selected child, family, and school characteristics (table 135); Number and percentage distribution of kindergartners, by kindergarten entry status (i.e., early entrant, on-time entrant, delayed entrant, or kindergarten repeater) and selected child, family, and school characteristics (table 136); Kindergartners'' reading, mathematics, science, cognitive flexibility, and approaches to learning scale scores in fall and spring of the kindergarten year, by kindergarten entry status (table 137); Percentage of 9th-grade students participating in various school-sponsored and non-school-sponsored activities, by sex and race/ethnicity (table 183); Percentage of 4th-, 8th-, and 12th-graders absent from school in the last month, by selected student and school characteristics and number of days absent (table 187); Total and current expenditures per pupil in fall enrollment in public elementary and secondary schools, by function and subfunction (table 214); Total fall enrollment in all postsecondary institutions participating in Title IV programs, by degree-granting status and control of institution (table 222); Percentage of recent high school completers enrolled in 2-year and 4-year colleges, by income level (table 236); Number of postsecondary students who entered the student loan repayment phase, number of students who defaulted, and 2-year student loan cohort default rates, by level and control of institution (table 400); Number and percentage of persons 16 to 24 years old who were neither enrolled in school nor working, by educational attainment, age group, family poverty status, and race/ethnicity (table 429); Employment to population ratios of all persons, males, and females 16 to 64 years old, by age group and educational attainment (tables 431, 432, and 433); Unemployment rates of all persons, males, and females 16 to 64 years old, by age group and educational attainment (tables 434, 435, and 436); Percentage of high school students age 16 over who were employed, by age group, sex, race/ethnicity, family income, nativity, and hours worked per week (table 441); and Average reading literacy scale scores of fourth-graders and percentage whose schools emphasize reading skills and strategies at or before second grade or at third grade, by sex and country or other education system (table 462).
Download or read book A Study of the Relationship Between Elementary Teacher Absenteeism and the Achievement of Elementary Pupils in Reading and Mathematics written by David B. Smith and published by . This book was released on 1984 with total page 372 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effect of Teacher Retention on Student Achievement in Third Grade Reading language Arts written by Kathy Bang Sellers and published by . This book was released on 2011 with total page 194 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 1989-02 with total page 640 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teacher Retention and Its Effect on Third Grade Student Achievement as Measured by the North Carolina End of Grade Tests in Reading and Mathematics written by Michael Rudolph Webb and published by . This book was released on 2002 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: The purpose of the study was to test the effect that teacher retention has on third grade student performance on the North Carolina End-of-Grade tests for reading and math. The goal of the researcher was to identify if a relationship existed between the predictor variable of teacher experience and the dependent variables of end-of-grade tests in reading and math. The theoretical foundation was gleaned from teacher retention, highstakes testing, and accountability. The sample was a heterogeneous group of third grade students. The participants were from a school system located in the southern Piedmont region of North Carolina, which serves urban and rural families. The subjects in the study represent African American, white, Hispanic, Asian, American Indian families and other. The study used a quantitative ex post facto design and all information employed in the study was archival. Two multiple regression equations and correlations assisted in understanding the relationship between teacher retention and third grade student performance on the North Carolina End-of-Grade tests for reading and math. The results indicated that there was a small statistically significant relationship between teacher experience at the third grade level and third grade student performance on the North Carolina End-of-Grade tests for math and reading when the variables of gender, ethnicity, and socioeconomic status were controlled.
Download or read book Do Teacher Absences Impact Student Achievement Longitudinal Evidence from One Urban School District written by Raegen Miller and published by . This book was released on 2010 with total page 45 pages. Available in PDF, EPUB and Kindle. Book excerpt: Rates of employee absences and the effects of absences on productivity are topics of conversation in many organizations in many countries. One reason is that high rates of employee absence may signal weak management and poor labor-management relations. A second reason is that reducing rates of employee absence may be an effective way to improve productivity. This paper reports the results of a study of employee absences in education, a large, labor-intensive industry. Policymakers' concern with teacher absence rests on three premises: (1) that a significant portion of teachers' absences is discretionary, (2) that teachers' absences have a nontrivial impact on productivity, and (3) that feasible policy changes could reduce rates of absence among teachers. This paper presents the results of an empirical investigation of the first two of these premises; it discusses the third premise. We employ a methodology that accounts for time-invariant differences among teachers in skill and motivation. We find large variation in adjusted teacher absence rates among schools. We estimate that each 10 days of teacher absences reduce students' mathematics achievement by 3.3 percent of a standard deviation.
Download or read book Teacher Turnover and Its Effect on the Achievement of Selected Eighth Grade Students in Mathematics written by Nils G. Hagberg and published by . This book was released on 1972 with total page 86 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Are Teacher Absences Worth Worrying about in the U S written by Charles T. Clotfelter and published by . This book was released on 2007 with total page 64 pages. Available in PDF, EPUB and Kindle. Book excerpt: Using detailed data from North Carolina, we examine the frequency, incidence, and consequences of teacher absences in public schools, as well as the impact of an absence disincentive policy. The incidence of teacher absences is regressive: schools in the poorest quartile averaged almost one extra sick day per teacher than schools in the highest income quartile, and schools with persistently high rates of teacher absence were much more likely to serve low-income than high-income students. In regression models incorporating teacher fixed effects, absences are associated with lower student achievement in elementary grades. Finally, we present evidence that the demand for discretionary absences is price-elastic. Our estimates suggest that a policy intervention that simultaneously raised teacher base salaries and broadened financial penalties for absences could both raise teachers' expected income and lower districts' expected costs.
Download or read book The Relationship Between Teacher Absenteeism and Fourth grade Student Mathematical Achievement written by Charles Michael Brouillette and published by . This book was released on 2012 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Impact of Teacher Flexibility on Academic Achievement in Reading and Mathematics of Third grade Students written by Charles Robert Culver and published by . This book was released on 1999 with total page 108 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book absenteeism and beyond instructional time loss and consequences written by Helen Abadzi and published by World Bank Publications. This book was released on 2012 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt: Studies have shown that learning outcomes are related to the amount of time students engage in learning tasks. However, visits to schools have revealed that students are often taught for only a fraction of the intended time, particularly in lower-income countries. Losses are due to informal school closures, teacher absenteeism, delays, early departures, and sub-optimal use of time in the classroom. A study was undertaken to develop an efficient methodology for measuring instructional time loss. Thus, instructional time use was measured in sampled schools in Tunisia, Morocco, Ghana, and the Brazilian state of Pernambuco. The percentage of time that students were engaged in learning vis-??-vis government expectations was approximately 39 percent in Ghana, 63 percent in Pernambuco, 71 percent in Morocco, and 78 percent in Tunisia. Instructional time use is a mediator variable that is challenging to measure, so it often escapes scrutiny. Research suggests that merely financing the ingredients of instruction is not enough to produce learning outcomes; students must also get sufficient time to process the information. The quantity-quality tradeoff that often accompanies large-scale enrollments may be partly due to instructional time restrictions. Time wastage also distorts budgetary outlays and teacher salary rates. To achieve the Millennium Development Goals students must get more of the time that governments, donors, and parents pay for.
Download or read book The Impact of Teacher Absenteeism on Student Achievement written by Jennifer L. Collins and published by . This book was released on 2009 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Teacher Stability on Third Grade Student Achievement as Measured by the North Carolina End of grade Tests in Reading and Mathematics written by Juddson W. Starling and published by . This book was released on 2009 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation examined the effects of teacher stability on student achievement as measured by the North Carolina end-of-grade tests in reading and mathematics for third grade students. The perceptions of third grade teachers and elementary school principals concerning issues with teacher stability were also examined. Accountability for public schools in North Carolina has driven educators to find ways to increase student achievement. Teacher stability is a variable that can be controlled by educators in an attempt to increase student achievement. -- The writer gathered test data from a school district in the central piedmont area of North Carolina (p. 28) and analyzed test scores by the number of years that a teacher had taught third grade in a school. The levels of stability were measured by the teaching of third grade in a school for three years, more than three years, or less than three years. Surveys were also given to third grade teachers and elementary school principals to measure their perceptions of the effects of teacher stability on student achievement and on the school as a whole. -- Analysis of the data revealed that there was a positive difference in the mean scale scores on both the reading and mathematic end-of-grade tests when teacher stability was considered. The analysis of the survey data showed that both third grade teachers and elementary school principals perceived that teacher stability was a factor in student achievement and had a positive impact on school culture and climate.
