Download or read book The Relationship Between Selected Educational Variables and Student Achievement in a Selected School District written by Harry J. Beavers and published by . This book was released on 1981 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book District Leadership That Works written by Robert J. Marzano and published by Solution Tree Press. This book was released on 2009-11-01 with total page 297 pages. Available in PDF, EPUB and Kindle. Book excerpt: Bridge the great divide between distanced administrative duties and daily classroom impact. This book introduces a top-down power mechanism called defined autonomy, a concept that focuses on district-defined, nonnegotiable, common goals and a system of accountability supported by assessment tools. Defined autonomy creates an effective balance of centralized direction and individualized empowerment that allows building-level staff the stylistic freedom to respond quickly and effectively to student failure.
Download or read book The Relationship Between the Proportional Size of the Special Education Population and Academic Achievement written by Patricia Kenner-Harper and published by . This book was released on 2013 with total page 238 pages. Available in PDF, EPUB and Kindle. Book excerpt: This investigation addressed the hypothesized effects of the proportional size of a district's special education population on the overall student achievement in selected school districts in Texas. The size of a district's special education population (independent variable) was compared to districts' achievement (dependent variables) in order to answer the research question, what is the relationship between a district's special education population size and a district's overall achievement? The participants in this study consisted of 278 independent school districts in Texas, grades kindergarten through 12. Academic achievement was measured using 2011 results from the state assessment, the Texas Assessment of Knowledge and Skills (TAKS), for Grades 3, 8, and 10, in reading and mathematics. An analysis (Pearson r) of correlation was conducted to ascertain which independent variables were related to academic achievement while controlling for economically disadvantaged status (EDS). The results of this study indicated that the proportional size of the special education population in a district is not related to academic achievement in the subject areas of reading and mathematics. A Pearson r revealed the achievement of students in grades 3, 8, and 10 were not related to the size of the special education population. As the nation continues to witness an increasing diverse student population, educators and researchers must remain diligent in their study of what correlates and instructional methods are effective for all students. The results from this study indicated that placements in special education or the proportional size of the special education does not affect the academic achievement of students in Grades 3, 8, and 10 for the subjects of math and reading. There were no studies found regarding this topic, therefore additional research regarding this issue is imperative in order that educational decisions and discussions regarding educational placements and academic achievement can be made with the best and most accurate knowledge possible.
Download or read book The Effects of Selected District Program and Student Variables on Student Performance in Science written by Lynne E. Anderson and published by . This book was released on 1980 with total page 320 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Relationship Between Proximal Environment and Scholastic Achievement for Students in an Urban School District written by Tanzia McFarland and published by . This book was released on 1997 with total page 274 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was first, to develop a unique model to define the proximal environments of students in the selected public school district. Second, the purpose of this study was to determine whether a relationship exists between proximal environments and academic achievement measures for students in an urban school district, and if so, which elements of the environment are related to diminishing performance. Finally, the purpose of this study was to discuss how research findings impact policy for the selected school district. The model used to develop environmental profiles was based on school attendance zones as the unit of analysis. This model determined which census tracts were located in which school attendance zones, and used census data to define the demographics of that school environment based upon the corresponding census tracts. In addition to the use of census data, the model used crime data to determine the per capita crime rate for each school's surrounding community. What contributes to the significance of this model is its interactive, geographic quality, which allows school districts to visualize the surrounding communities of individual schools. The results of this study suggest that the proximal environments of students attending selected public schools in the study school district are associated with CAT achievement measures for students in this district. Children dwelling in areas of the study district with low levels of income, low levels of adult educational attainment and high-density households are at risk for low achievement. The two variables that accounted for the most variance in achievement for the study district are the percentage of adults with bachelor's degrees in a community, and the percentage of households with 7 or more people. Even though the statistical analysis did not reveal significant relationships between achievement and high crime or achievement and high percentages of female headed households for the entire group of schools, it did demonstrate that these relationships may be significant for individual schools within the district. The results of this study had three policy implications for the study district. Findings suggested that policy efforts should focus on involving community agencies and coordinating community resources; developing positive parental-school partnerships; and developing and maintaining procedures for identifying and researching conditions that influence student attendance and achievement.
Download or read book The Relationship of School Spending and Student Academic Achievement when Achievement is Measured by Value added Scores written by Dengke Xu and published by . This book was released on 2000 with total page 258 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Narrowing the Achievement Gap in a Re Segregated Urban School District written by Vivian W. Ikpa and published by IAP. This book was released on 2009-11-01 with total page 198 pages. Available in PDF, EPUB and Kindle. Book excerpt: The interplay between sociopolitical forces and economic agendas becomes apparent when one examines the June 28, 2007 United States Supreme Court Decision, Parents Involved In Community Schools v. Seattle School District . In a reversal of the 1954 Brown Decision, the United States Supreme Court ruled that public schools could not use race as a factor when assigning children to public schools. Given demographic shifts, globalization, economic instability, and ideological shifts, the reversal was expected. However, it is essential that policymakers, educators, and other stakeholders consider the impact of attending segregated schools on the achievement gap that continues to exist between minority groups and European Americans attending resegregated neighborhood schools. This book will focus on the test score gaps between African American and European American students. The achievement gaps between these two groups will be analyzed will be presented and elaborated. Additionally, the authors will analyze how changes in school characteristics such as: racial composition; school composition; school expenditures, and socio economic level of neighborhoods affect achievement gap trends in the Norfolk School District. An examination of the achievement gap trends in an urban school district will serve to better inform public policy and school reform efforts. The specific goals of this book are to describe the achievement gap between minority African-American students and European-American students in the Norfolk school district and to present strategies utilized by urban districts to narrow the gap. One unique feature of this book is that it provides a data-driven research-based analysis of the achievement gap between minority and European-American students.
Download or read book The Influence of Building Configuration on Academic Achievement Attendance and Demographic Variables in Selected Midwestern School Districts written by Catherine A. MacArthur and published by . This book was released on 2016 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the influence of building configuration on the academic achievement and attendance of students who were considered chronically absent. A longitudinal nonequivalent groups research design was used to test the study’s six hypotheses. Data were collected from over 10,000 students within 38 K-8 schools and 40 6-8 middle schools in 24 urban school districts. These districts belonged to the Middle Cities Education Association (MCEA) in a Midwestern state. Student achievement data were collected from this state’s Department of Education’s Center for Educational Performance and Information (CEPI) database that focused specifically on 6th (2009) and 8th-grade (2011) achievement and attendance results. Data were analyzed using an independent samples t-test to measure the differences in mean scores of the two groups, and a one-way analysis of covariance (ANCOVA) to determine the intervening effects of the covariates on various demographic characteristics. Findings in this study indicate that there were no significant improvements in mathematics, reading, and chronically absent attendance rates for students who attended K-8 configured schools as compared to their corresponding peers attending 6-8 middle schools. This held true when adjusting for race, gender, Free and/or Reduced Lunch status, and students with disabilities. This study helps fill a void in the current body of literature by examining the influence of grade configuration (i.e., K-8 schools versus traditional 6-8 middle schools) on student achievement and attendance, and whether selected demographic variables (e.g., race, gender, Free and/or Reduced Lunch status, and students with disabilities) had an influence on these differences. The study concludes with several recommendations for further study.
Download or read book A Comparative Study of the Relationship Between Selected School Climate Variables and Adoption of Career Education Within Elementary Schools in Districts Rated as High and Low Adopters written by Gloria Jean Chernay and published by . This book was released on 1977 with total page 254 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book School Leadership That Works written by Robert J. Marzano and published by ASCD. This book was released on 2005 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt: This guide to the 21 leadership responsibilities that influence student achievement will help school leaders focus on changes that really make a difference.
Download or read book A Study of the Relationship Between Mobility Academic Achievement and Other Selected Variables in an Ethnically Diverse School District written by Marie C. Corr and published by . This book was released on 1982 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Role of Superintendent s Tenure on Student Achievement in Selected School Districts in New York State written by Lori S. Caplan and published by . This book was released on 2010 with total page 87 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine if there was a relationship between a superintendent's tenure in his/her current school district, and student achievement as determined by scores of level three and four, on the eighth grade New York State (NYS) standardized assessments in English Language Arts (ELA) and Mathematics. Data were gathered from public records retrieved from the New York State Education (NYSED) website. The study focused on small city school districts in New York state, as defined in NYSED law as school districts that have fewer than 125,000 inhabitants, based on the latest federal census (NYSASCSD, 2010). This quantitative study explored superintendents' perceived levels of implementation of initiatives/practices, based on the Interstate School Leaders Licensure Consortium (ISLLC) in current school districts (Green, 2009). Lastly, the study examined the demographics of superintendents in the 57 small city school districts across New York state. Of the 57 superintendents, 39 completed a survey (69% return rate) that addressed their perception of the level of implementation of practices/initiatives in their districts as well as demographics pertaining to individual district leaders. Cronbach's alpha indicated the instrument was reliable. A summated rating scale, using factor analysis, was run to establish component analysis which yielded three components of superintendents' perceived levels of implementation of practices/initiatives in their school districts: (a) Leader Scale, (b) School and Community, and (c) Resources. A data reduction process produced a scaled version of the School Leadership Practice Survey (SLPS) as two questions loaded across the board and were extracted from the scale as the 18 other questions were used. A correlation was run using superintendent's demography as the independent variable and student achievement remained the dependent variable. Finally, regression was run for research question four using mean scores on NYS ELA and Mathematics assessments as the dependent variable, and the summated rating scales from research question two, as well as demographic information as independent variables.
Download or read book Effective Teachers Student Achievement written by James Stronge and published by Routledge. This book was released on 2013-07-23 with total page 190 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research has shown that there is no greater influence on a student's success than the quality of his or her teacher. This book presents the research findings which demonstrate the connection between teacher effectiveness and student achievement. Author James Stronge describes and explains the value-added teacher-assessment research that has emerged in the past decade and demystifies the power and practices of effective teachers.
Download or read book Interrelatedness of Selected Adolescent School and Work Variables written by Nancy Griffin Scesney and published by . This book was released on 1971 with total page 258 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Influence and Predictability of Socioeconomic Factors of the 2018 PARCC Middle School ELA Scores in New Jersey written by Dr. Charlene F. Jones and published by Dorrance Publishing. This book was released on 2021-11-12 with total page 170 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Influence and Predictability of Socioeconomic Factors of the 2018 PARCC Middle School ELA Scores in New Jersey By: Dr. Charlene F. Jones This quantitative research, The Influence and Predictability of Socioeconomic Factors of the 2018 PARCC Middle School ELA Scores in New Jersey, examines the predictive power of socioeconomic, parental, and school district factors on student academic achievement. The combined influence of parent education with a bachelor’s degree or higher and free- and reduced-price lunch factors demonstrate the highest statistical significance for predictability in this study. All fundamental variables utilized support a greater discussion on how we, as parents and educators, can influence standardized test results and ensure local education policies and recommendations therein are research-based and implemented effectively in diverse communities. Particularly during this new era, post-pandemic, we seek successful strategies to combat learning loss, increase educational opportunities, and predict, where possible, assessment results—all in support of the future of public education.
Download or read book The Correlation of Process Variables to Student Achievement in Specific Elementary Schools of an Urban School District written by David Dent and published by . This book was released on 1985 with total page 282 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Reexamination of the Relationship Between Student Outcomes and School Expenditures written by Corrine Hansen Taylor and published by . This book was released on 1998 with total page 406 pages. Available in PDF, EPUB and Kindle. Book excerpt:
