Download or read book The Relationship of Missouri Region C School District Characteristics to Student Achievement on the Missouri Assessment Program in Grades Seven and Eight in the Core Areas of Communication Arts and Mathematics written by Jennifer R. Wheeler and published by . This book was released on 2006 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The purpose of this study was to determine if there exists a relationship between school district characteristics and student achievement. The researcher explored the relationship between per-pupil expenditure, teachers' years experience, teachers' advanced degree status, and socioeconomic status and students' performance data in grades seven and eight on the core subjects tested by the Missouri Assessment Program in 53 school districts from Southwest Missouri. The statistical procedure for analyzing the multiple data sets was linear regression. The study revealed in mathematics, 31.5 percent of variance in student achievement could be explained by socioeconomic status and 14.5 percent by per-pupil expenditure."--Abstract.

Download or read book Effect of Attendance on Missouri Achievement Program Communication Arts and Mathematic Scores for Rural Suburban and Urban Schools written by Shirley Kantola and published by . This book was released on 2013 with total page 65 pages. Available in PDF, EPUB and Kindle. Book excerpt: The major purpose of this research was to describe the relationships between rural and suburban attendance rates and academic achievement. A secondary purpose of this research was to explore the relationship between student socioeconomic status and location of school. The study used existing data from Missouri Assessment Program (MAP) for the third, fifth, and seventh grade students Communication Arts (CA) and Mathematics (MA) assessments. Advanced and proficient scores were collected from rural, suburban and urban school districts in Missouri. 2012-2013 attendance data was collected as the percentage of hours absent from 499 Missouri school districts. Socioeconomic status was determined by the districts percentage of students who qualified for free and reduced lunch. Attendance rates for rural, suburban and urban schools districts were shown to have a statistically significant (p=0.000 -0.030) difference in students who attend rural, suburban, and urban schools. Socioeconomic status for rural, suburban and urban school districts was shown to have a statistically significant (p=0.000) difference in students who attend rural, suburban, and urban schools. Districts academic achievement scores for third grade MAP Communication Arts and Mathematics scores were shown to have a statistically significant (p=0.000 - 0.026) difference in students who attend rural, suburban, and urban districts. Rural and suburban school districts academic achievement scores for 5th grade MAP Communication Arts and Mathematics scores were shown not have a statistically significant (0-060 - 0.066) difference in their scores. However, MAP Communication Arts and Mathematics scores for 5th grade rural and suburban students did show a statistically significant difference (0.000 - 0.011) when compared to their urban peers. Rural and suburban school districts academic achievement scores for 7th grade MAP Communication Arts and Mathematics scores were shown not have a statistically significant (0.444 - 0.927) difference in their scores. However, MAP Communication Arts and Mathematics scores for 7th grade rural and suburban students did show a statistically significant difference (0.000 - 0.005) when compared to their urban peers.

Download or read book A Comparison of Student Achievement Between Missouri Professional Learning Communities Project Participants and Non participants written by Chanda Long and published by . This book was released on 2008 with total page 125 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this non-experimental quantitative study was to suggest a response to the following research question: Is there a significant relationship between student scores on the Missouri Assessment Program (MAP) achievement test and the type of Missouri high school attended, PLC or NPLC? This study focused on two populations of high school students in the state of Missouri: those that were participants in the state's Professional Learning Communities Project (PLC) and those that were not participants in the state's Professional Learning Communities Project (NPLC). Both school populations were arranged in a typical ninth through twelfth grade configuration. The means and standard deviations for 2006 and 2007 eleventh grade communication arts Missouri Assessment Program (MAP) scores and tenth grade mathematics MAP scores were calculated for both populations of high schools. 2006 and 2007 MAP historical data for each student was obtained via the archives of the Office of Social and Economic Data Analysis (OSEDA) at the University of Missouri-Columbia. Using this retrieved database, a model was organized with the following variables: MAP scale score, type of school (PLC or NPLC), IEP status, free/reduced lunch status, and ethnicity. This study evaluated a null hypothesis relating student achievement and type of Missouri high school, PLC or NPLC, in four different contexts: (a) 2006 MAP Communication Arts, (b) 2007 MAP Communication Arts, (c) 2006 MAP Mathematics, and (d) 2007 MAP Mathematics. A significance level of .05 was used to accept or reject the null hypothesis. It was determined that there was no statistically significant relationship between student achievement and type of Missouri high school attended, PLC or NPLC, in three of the four contexts analyzed: (a) 2006 MAP Communication Arts, (b) 2007 MAP Communication Arts, and (c) 2006 MAP Mathematics. The fourth context, Null Hypothesis 4, was rejected because there was a statistically significant relationship between student performance on the 2007 MAP achievement test in Mathematics and type of Missouri high school, PLC or NPLC.

Download or read book The Relationship Between School level Resource Allocation and Student Achievement written by Craig D. Eaton and published by . This book was released on 2004 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since the National Commission on Excellence in Education released its report A Nation at Risk in 1983, educational reform which demands accountability has been an important topic on national and state agendas. The 1993 Missouri legislation entitled The Outstanding Education Act, along with recent federal No Child Left Behind (NCLB) legislation, are examples of legislative reform and increased accountability standards for public schools. These examples help fuel the debate on the controversial topic of how educational resources are related to student achievement because in them school funding is tied to the legislation. The purpose of this study was to determine if relationships exist between resource allocation in Missouri middle schools and student achievement. This study utilized resource allocation and student achievement variables similar to those used in national-, state-, and district-level studies; however, this study analyzed possible relationships at the school level. The dependent variables utilized were the percent of students scoring at or above the "proficient" category on 7 th -grade communication arts and 8 th -grade mathematics Missouri Assessment Program (MAP) tests. Independent variables included school-level current per pupil expenditures (PPE); student to teacher ratios for schools and in communication arts and mathematics classrooms; as well as school wide teacher instruction-free time; and the ratio of students to non-instructional professional staff. The study found that differences exist in resource allocation levels of sampled Missouri middle schools. Findings also suggest a significant positive relationship between PPE and mathematics achievement. Significant positive relationships were also demonstrated when analyzing student to teacher ratios, instruction-free time of teachers, and student to non-instructional professional staff ratios.

Download or read book Analyzing the Correlation Between Data Usage and Student Performance on the Missouri Assessment Program written by Melissa A. Cooper and published by . This book was released on 2012 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt: School districts are charged with the task of improving standardized test scores and closing the gaps between specific groups of students. Numerous programs, school improvement strategies, changes in instruction and leadership have been implemented to close the gap. Data are becoming more abundant at the state, district, and school levels. Many districts track student test scores year-to-year to plan interventions for students who are lagging behind in efforts to meet state standards in reading and mathematics. As school districts collect more data to meet the NCLB law, they have become valuable players in efforts to use data to drive instructional decisions. The purpose of the study is to examine the level of data usage (high and low) of the public elementary schools in Southeast Missouri (16 counties) and to examine the correlation with student MAP performance in Communication Arts and Math. The rationale is that public elementary schools, which have participated in high level data usage in this sample would demonstrate high student performance on the MAP test. The study will observe whether or not this is true in the six high data usage and six low data usage schools selected based on survey results. The data usage rates were correlated to the 2010-2011 MAP Advanced/Proficient Score in Math and Communication Arts. The findings for the original two research questions demonstrated there was no significant relationship between the data usage of elementary school personnel and the Communication Arts MAP nor was there a significant relationship between the data usage of elementary school personnel and the Math MAP Advanced/Proficient score. The mean scores between high and low data usage schools only showed a mean difference of less than one. The respondent scores demonstrated the principal scored higher in all four subset categories over all other respondent groups. The difference between principal means and classroom teacher was less than one in all subsets except Implementation. As the need for increased test scores continues through the NCLB initiatives, school districts will continue to find the best practices necessary to boost teacher effectiveness and student performance. Continued research is needed in Southeast Missouri to identify the forms of data analysis that are informing best practices in high performing schools.

Download or read book Comparison Between Missouri Assessment Program Communication Arts Test Scores of Seventh Grade Middle School Students on a Traditional Schedule Compared to Seventh Grade Students on a Block Schedule written by Keelie Stucker and published by . This book was released on 2006 with total page 28 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Educational Administration written by Frederick C. Lunenburg and published by SAGE Publications. This book was released on 2021-01-12 with total page 555 pages. Available in PDF, EPUB and Kindle. Book excerpt: Now with SAGE Publishing! The bestselling Educational Administration: Concepts and Practices has been considered the standard for all educational administration textbooks for three decades. A thorough and comprehensive revision, the Seventh Edition continues to balance theory and research with practical application for prospective and practicing school administrators. While maintaining the book’s hallmark features—a friendly and approachable writing style, cutting-edge content, and compelling pedagogy—authors Frederick C. Lunenburg and Allan Ornstein present research-based practices while discussing topical issues facing school administrators today. Included with this title: The password-protected Instructor Resource Site (formally known as SAGE Edge) offers access to all text-specific resources, including a test bank and editable, chapter-specific PowerPoint® slides.

Download or read book The Relationship Between the Cognitive Development Levels of Seventh Grade Students and Their Missouri Assessment Program Science Achievement Levels written by Linda Jeanette Maynard Lacy and published by . This book was released on 2001 with total page 182 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book School Family and Community Partnerships written by Joyce L. Epstein and published by Corwin Press. This book was released on 2018-07-19 with total page 508 pages. Available in PDF, EPUB and Kindle. Book excerpt: Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.

Download or read book The Impact of Systematic Professional Development on Selected Areas of Student Performance in Selected Missouri School Buildings written by Clifford J. Carver and published by . This book was released on 2008 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt: With the constraints under the No Child Left Behind Act, schools face the challenges of meeting extremely high standards with students. Recent research generally focuses on the role of professional development in school reform. Although a great deal has been written on the topic of professional development, the empirical literature on the topic is much less extensive. Few studies have actually documented its impact on student achievement. The purpose of this study was to determine the impact of systematic professional development on selected areas of student performance in selected Missouri school buildings. This research study was quantitative in nature and geared toward aiding school districts in making well-informed decisions regarding the impact of professional development on student achievement. This study examined four reform grants that required professional development. These grants included the Reading First Grant, "enhancing Missouri's Instructional Networked Teaching Strategies" (eMINTS), Comprehensive School Reform, and High Schools That Work. The Missouri Assessment Program and the American College Test scores were examined through univariate two-way analysis of variance of the differences in schools that participated in specific reform grants and those that did not participate. Achievement data gathered from all 524 Missouri school districts included the following: Missouri Assessment Program scores in third, seventh and eleventh grades in Communication Arts; third and seventh grades in Reading Proficiency; fourth, eighth and tenth grades in Mathematics, and the American College Test composite scores. Where initial significance was not found, an analysis of variance was used to study effects for the independent variables of enrollment, free and reduced lunch percentage and per pupil expenditure. The study found a number of significant interactions. A primary finding was the strong correlation between the Reading First grant and its impact on third grade Communication Arts and Reading Proficiency MAP scores. The results of this investigation have implications for all educators and school districts involved in professional development and reform. This research could assist educators in selecting reform models that require staff development programs that impact student achievement.

Download or read book Effect of Socioeconomic Status on Middle School Students Attendance Rates and Missouri Achievement Program Communication Arts and Mathematics Scores written by Bob Willis and published by . This book was released on 2013 with total page 59 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigated the effect of socio-economic status (SES) on students' attendance and students' achievement as measured by the communication arts and mathematics sections of the Missouri Assessment Program (MAP) test. This study addressed existing data on current seventh and eighth grade students at the middle school level in suburban Kansas City, Missouri. This study used a causal-comparative research design to examine existing data on two groups of students, based on their Free and Reduced Lunch (FRL) status. In this study, FRL status was used as the determinant for SES. The students who were on FRL had statistically significant (p=.000-.002) lower mean attendance rates and lower mean communication arts and mathematics scale scores on the MAP test than their non-FRL peers. In addition, students' attendance and students' achievement on the MAP test was shown to have a statistically significant (p=.000-.029), negligible to weak positive relationship.

Download or read book Dissertation Abstracts International written by and published by . This book was released on 2000 with total page 630 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Missouri Assessment Program Test Prep written by Lumos Learning and published by . This book was released on 2017-01-22 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is designed to help students get Missouri Assessment Program (MAP) 2017-18 rehearsal along with standards aligned rigorous skills practice. It Includes: ▶ Access to Online Resources 2 Practice Tests that mirror the Missouri Assessment Program (MAP) 9 Tech-enhanced Item Types Self-paced learning and personalized score reports Strategies for building speed and accuracy Instant feedback after completion of the Assessments ▶ Standards based Printed Workbooks Ratios and Proportional Relationships, The Number System Expressions & Equations Geometry Statistics & Probability Students will have the opportunity to practice questions related to all the critical math learning objectives included in the common core state standards (CCSS) and college and career readiness standards (CCRS). Teachers Get FREE Access to Lumos StepUp(TM) Basic Account Create up to 30 students accounts and monitor their online work Share information about class work and school activities through stickies Easy access to Blogs, Standards, Student Reports and More.. More than 10,000+ Schools, 19,000+ Teachers, and 150,000+ Students use Lumos Learning Study Programs to improve student achievement on the standardized tests and also to master necessary math, language, and reading skills.

Download or read book Predictive Model for Performance on the Missouri Assessment Program from Scores on the Missouri Assessment Program written by Jaysa Hartman and published by . This book was released on 2015 with total page 22 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was completed to find if there is a significant difference in student achievement when the schools professionals are implementing professional learning communities. Research shows that giving teacher the time and resources to collaborate in a Professional Learning Community will have a direct effect on student achievement. This is a study of one school in Missouri who recently began implementing professional learning communities. All data was found from the DESE website. The data used was from the 2013 and 2014 school year in the third through fifth grades. The study looks at Communication Arts and Mathematics scores on the Missouri Assessment Program. After compiling and reviewing the findings of the study, current research and literature and statistical data from this state it is found that there is not a difference in student achievement when Professional Learning Communities are implemented. A school whose staff works as a functioning Professional Learning Community are performing better on the Missouri Assessment Program.

Download or read book The Relationship Between Resource Allocation Patterns in Missouri K 12 Public School Districts and Student Performance written by Aaron R. Butler and published by . This book was released on 2006 with total page 133 pages. Available in PDF, EPUB and Kindle. Book excerpt: The link between school funding and student achievement has been a topic of debate for many years. School leaders and policy makers have sought ways to increase student achievement while using educational funding in an efficient manner. Previous initiatives to examine the relationship between funding and achievement have included education production functions, standards-based reforms, reallocation of resources, and minimum funding levels. This study was designed to examine the relationship between resource allocation patterns and student achievement in 447 Missouri K-12 public schools. The relationship between school districts' resources and their achievement on the 10th grade mathematics and 11th grade communication arts portions of the Missouri Assessment Program (MAP) test were analyzed using a multiple linear regression analysis. The initial results of the study showed no relationship between district level expenditures and student achievement. However, the second part of the study showed that a district's PEER group, average teachers' experience, student-teacher ratio, and percent of teachers with a Masters degree were related to student achievement. This information will be useful to school leaders and policy makers as they work to increase levels of achievement while operating on budgets of varying size. The third part of the study examined the relationship between student achievement and a proposed 65 percent minimum funding level for instruction related expenses. Despite the growing popularity that the 65 Percent Solution is receiving with education policy makers across the country, the results of this study do not provide evidence that meeting this expenditure level will result in high levels of achievement.

Download or read book Comparison of Student Achievement Based Upon Participation in the Enhancing Missouri s Instructional Networked Teaching Strategies Project as Measured by the Missouri Assessment Program written by William Dean Bratberg and published by . This book was released on 2002 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine if there was a significant difference in the Missouri Assessment Program (MAP) scale scores of third and fourth grade students in the enhancing Missouri's instructional networked teaching strategies (eMINTS) classrooms and third and fourth grade students not in eMINTS classrooms in the Farmington R-7 School District, Farmington, Missouri during the 2000-2001 school year. The population for this study was the third and fourth grade students in the Farmington R-7 School District during the 2000-2001 school year. Due to the population size and accessibility, data were collected from the entire population. This study used a quasi-experimental, non-equivalent group design using a posttest only analysis. An analysis of variance (ANOVA) was used to determine if the two groups of students, third and fourth grade students participating in eMINTS classrooms and third and fourth grade students not participating in eMINTS classrooms, had statistically different MAP scores. An ANOVA was also utilized to determine if there was significant difference in the MAP scale scores for third and fourth grade students who qualified for participation in the Federal free or reduced lunch program and students who did not qualify. A Chi-square test was used to determine if the observed number of students falling into the top two and the bottom two performance levels of the MAP for the eMINTS group was significantly different than the expected number. Data analyses conducted during this study suggested that there appeared to be no relationship between a student's placement in an eMINTS classroom in the Farmington R-7 School District during the 2000-2001 school year and achievement. Second, a statistical difference was observed among the MAP scale score means of Federal free or reduced and Federal non-free or reduced lunch status student groups. Students in the non-free or reduced lunch group scored significantly higher on the MAP than students in the free or reduced lunch status group. Finally, when student achievement was categorized by performance level the distribution of observed counts of the eMINTS students' performance levels was not significantly different than what would be expected.

Download or read book A Study of School wide Attendance Rates in Relation to Student Achievement on Missouri Assessment Program Test Scores for Mathematics and ELA in Rural Missouri Middle Schools from 2010 to 2014 written by Justin Corcoran and published by . This book was released on 2016 with total page 68 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was done to determine if there was a significant relationship between the percentage of overall school-wide attendance rates from 2010 to 2014 and overall student achievement on the Missouri Assessment Program (MAP) in 7th and 8th grade Mathematics and English Language Arts (ELA) from 2010 to 2014 in Missouri rural middle schools. This study specifically analyzed data from 145 rural middle schools in Missouri on the percentages of students scoring in the bottom two levels of the MAP scoring system (basic and below basic) and the top two levels of the MAP scoring system (proficient and advanced) to determine if there was a statistically significant relationship between 7th and 8th grade MAP score percentages and school-wide attendance rate percentages. This study was primarily an attempt to acquire a greater understanding of how school-wide attendance impacts student achievement. The researchers used EZAnalyze® software to perform fourteen Pearson Product Moment Coefficient of correlation tests to determine if any relationships existed between attendance and MAP scores. The findings from this study determined there was not a statistically significant relationship between school-wide attendance and the bottom two and top two levels of the scoring system for MAP scores in 7th and 8th grade Math and ELA from 2010 to 2014 in Missouri rural middle schools. Although this study did not determine a statistically significant relationship between school-wide attendance and student achievement, the literature included in this study indicates a need for educators to further explore the impact of student attendance on student achievement and school accountability.