Download or read book The Relationship of School Size and Socioeconomic Status to Middle Grades Growth Status on End of Grade Tests in North Carolina written by and published by . This book was released on 2008 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative study was to compare student achievement, as assessed by the ABC (Accountability, Basics, Local Control) end of grade tests, of students in different sized schools and of different socioeconomic backgrounds. The population consisted of 379 middle schools in North Carolina. Data were gathered from the 2006-2007 school year. Several ttests for independent samples, analyses of variance, and chi square analyses were used to identify relationships between variables. The measures of growth used were the change ratio, which is used to determine high growth status and mean growth, which is used to determine expected growth or no recognition status. No recognition is the designation given to those schools that do not meet expected growth. The study showed no significant relationship between school size and academic growth status. Similarly, there was no significant difference in the observed proportions and the hypothesized proportions of different sized schools in terms of academic growth status. There was a significant relationship between socioeconomic status and academic growth status; high socioeconomic status schools had higher change ratios and higher mean growth than did low socioeconomic status schools. The study showed a significant difference in the observed and hypothesized proportions of the growth levels; high socioeconomic status schools had more schools designated high growth than no recognition and low socioeconomic status schools had more schools designated no recognition than high growth. The results of this study indicated that as educators in North Carolina continue to focus on achievement levels of all students, particular attention should be paid to those schools with higher percentages of students receiving free or reduced price meals. To narrow the academic gap between students in high and low socioeconomic status schools, attention should be given to the particular needs and traits of children from high poverty backg.
Download or read book Relationship Between Elementary School Size and End of Grade Growth Indices written by Danny William Cartner and published by . This book was released on 2005 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt: Aggregate data from the 2003-04 administration of the North Carolina math and reading End of Grade tests for 3rd and 5th grade students in all 1004 K-5 elementary schools were analyzed to explore the relationships among student achievement, student socioeconomic status, student ethnicity, and school size. The change in student scale scores on the End of Grade tests of math and reading were used as the variable indicating student achievement. The percentage of students receiving free or reduced lunch in each school was used as the variable for socioeconomic status. The percentage of white students in each school was used as the variable for student ethnicity. The number of students tested in each grade level at each school was used as the variable indicating school size. For each grade level and subject area, the results of linear regressions using only the achievement, socioeconomic, and ethnicity variables were compared with regressions where school size was added as an additional independent variable, and the changes in variance accounted for were reported. Pearson correlation and hierarchical regression analyses revealed statistically significant results indicating that 3rd grade students made greater gains in both math and reading in smaller schools. Though the relationships between the variables indicated an advantage for 5th grade students in smaller schools, the results were not statistically significant.
Download or read book The Relationship Between North Carolina Middle School Academic Growth And The Implementation Level Of Key Middle School Practices A Study For Middle School Decision Makers written by and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Without hard data on the impact on student academic achievement, decision-makers are wary of fully implementing key middle school practices. To provide hard data for middle school decision-makers, this study was conducted. The aim of this study was to provide an accurate description of the status of middle schools in the state of North Carolina and to determine the relationship that exists between the degree of implementation of key middle school practices and student academic growth when controlling for school location, school size, student body race/ethnicity, and student body socioeconomic status. Study findings revealed that North Carolina middle schools with grade configurations 5-8 or 6-8 that participated in this study are implementing many of the key middle school practices as outlined in middle school literature and the majority of the participating schools indicated that they have been implementing key middle school practices over five years. In addition, two findings were identified by statistical analyses. First, analyses indicated that the implementation level and the number of years a North Carolina middle school met expected academic growth was not statistically significant. The second finding was that the degree of implementation of key middle school practices was a predictor of expected academic growth for one of the years in this study. Although other programs for that school year might have played into the North Carolina middle schools expected academic growth rates, this finding is relevant to North Carolina middle school decision makers. One year of testing data can be explored to see what key middle school practices were implemented that led to the increase of student academic achievement.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-07 with total page 576 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book School Trans i tion and Students Academic Growth in Reading and Mathematics written by Eugenia Latham Freshcorn and published by . This book was released on 2000 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: This ex post facto study used archival test data to answer this research question: "Are there significant differences in academic growth in reading and mathematics among groups of students who make a school transition between grades three and seven and groups of students who do not?" The independent variable in the study was school transition (between third and seventh grades); the dependent variables were students' academic growth in reading and mathematics, as measured by test scores on North Carolina's End-of-Grade Tests in 1997-98 and 1998-99. Four variables were used to identify a matched "non-transition school" for each "transition school": socioeconomic status, school size, district size, and location in the state. T-tests were used to test for significant differences in the mean growth scores in both reading and mathematics between the transition and non-transition groups of schools at each grade level, and effect sizes were calculated to further examine the differences. At each of the four points of school transition, two null hypotheses were tested. The findings indicate that at all four points of transition, students in the transition groups scored lower in both reading and mathematics than did their peers in the non-transition groups and that the difference in test scores was statistically significant at the .01 or .05 level in each comparison. Moreover, using Cohen's definition of effect size, one effect size was found to be "large", five were found to be "medium" in size, and two effect sizes (the reading and mathematics growth scores for students who made a school transition between fifth and sixth grades) were found to be "small."
Download or read book The Relationship Between Rural Middle School Student Mathematics Achievement and Classroom Sense of Community written by John E. Donlan and published by . This book was released on 2008 with total page 274 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book An Investigation of Student Mobility and Academic Achievement Among North Carolina Middle School Students Enrolled in Cumberland County Schools written by Susan Lloyd Byerly and published by . This book was released on 2008 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt: The major purpose of this study was to determine if there is a difference between student mobility and academic achievement as measured by the North Carolina End-of-Grades (EOG) Tests in Reading and Mathematics among North Carolina middle-school students in Cumberland County schools. A secondary purpose of this study is to examine the difference between reading and mathematics EOG test scores of mobile and non-mobile middle school students by gender and race. This study focuses on the issue of student mobility and its impact on academic achievement as measured by the North Carolina End-of-Grade Test in reading and mathematics. The population of the study was comprised of a cohort of 476 middle school students over a four-year period in the Cumberland County School System. Students were identified as mobile if they had changes other than promotional moves, for example elementary to middle school. Non-mobile were identified as those students who made only promotional moves. All students in the study were from single family homes and were also identified as socio-economically disadvantaged at the beginning of the study. The study explored a non-experimental two group comparison design using existing data. Seemingly, this study, in spite of its limitations, has added to the body of existing literature providing interesting insight to the effects of multiple moves on end of grade test results. Middle school students who were classified as mobile exhibited a significantly lower performance on the EOG tests for reading and math. Mobility, beyond the transition from elementary school to middle school, appears to have a negative effect on performance on high stakes accountability testing such as the EOG tests in reading and math. This was observed at all grade levels where data was collected. The effect of mobility on the performance on EOG reading and math tests was also examined as it affects the performance of males and females. Males were observed to perform significantly better on the reading EOG tests. Their performance on the EOB math test was varied. Finally, the effect of mobility on middle school students' performance on EOG reading and math tests was examined as it related to race. White mobile students scored higher than Black mobile middle school students on the EOG reading and math tests.
Download or read book Exploring Rapid Achievement Gains in North Carolina and Texas Lessons from the States written by David Grissmer and published by DIANE Publishing. This book was released on 1998 with total page 50 pages. Available in PDF, EPUB and Kindle. Book excerpt: The National Education Goals Panel (NEGP) tracks and reports annually on 33 indicators linked to the 8 National Education Goals. The NEGP's 1997 report showed positive gains on the greatest number of indicators for North Carolina and Texas. These gains included significant gains on the 1996 National Assessment of Educational Progress (NAEP) in mathematics. The NEGP commissioned this study to see if the improvements were really significant and to try to identify the factors that could or could not account for the educational improvement in these two states. The analysis confirms that the gains in academic achievement in both states are both significant and sustained. North Carolina and Texas posted the largest gains on the NAEP administered between 1990 and 1997, and these results were mirrored in state assessments administered in the same period. There is also evidence that the scores of disadvantaged students improved more rapidly than those of advantaged students. Several factors commonly associated with student achievement, including real per-pupil spending, teacher/pupil ratios, teachers with advanced degrees, and experience levels of teachers, do not appear to explain the test score gains. Texas and North Carolina rank at or below the national averages on these characteristics, and none of them changed during the study period in ways that would explain the gains. The study concludes that the most plausible explanation for the score gains is found in the policy environment established in each state. Both states pursued similar paths to improvement, and each succeeded in changing the organizational environment and incentive structure for educators in ways that led to improvement. The keys to this change include: (1) creating an aligned system of standards, curriculum, and assessments; (2) holding schools accountable for improvement by all students; and (3) support from businesses in developing, implementing, and sustaining these changes over time. (Contains 16 figures, 4 tables, and 18 references.) (Author/SLD)
Download or read book General Achievement Trends written by Center on Education Policy and published by . This book was released on 2009 with total page 19 pages. Available in PDF, EPUB and Kindle. Book excerpt: This general achievement trends profile includes information that the Center on Education Policy (CEP) and the Human Resources Research Organization (HumRRO) obtained from states from fall 2008 through April 2009. Included herein are: (1) Bullet points summarizing key findings about achievement trends in that state at three performance levels--basic and above, proficient and above, and advanced; (2) Background information about limitations of the state's test data and characteristics of the state's testing system, including major changes in its testing system; (3) Figures and tables with the percentages of students scoring at the proficient level and above for all years with comparable data since 1999 and for all grades tested under the No Child Left Behind Act; (4) Figures and tables with percentages of students performing at three achievement levels--basic, proficient, and advanced--for all years with comparable data and for grades 4, 8, and 10 (or adjacent grades, in the case of states that lack comparable trend data for these default grades); (5) Figures and tables with mean scale scores, standard deviations, and effect sizes for all years with comparable data and for the three grades analyzed in this study; and (6) Figures and tables with mean scale scores, standard deviations, and effect sizes for all years with comparable data and for the three grades analyzed in this study. Although North Carolina administers high school end-of-course exams in several subjects, none of these tests are administered to all high school students; instead, the state uses a formula combining results from multiple tests to determine adequate yearly progress for high schools. For that reason, the tables and figures presented here do not include any data for the high school level. At the elementary and middle school levels, comparable test data are available from 2003 through 2007 in reading. North Carolina administered new tests in reading at the elementary and middle school levels, so comparable test data are only available from 2003 through 2007. For this reason, these data are not included in the national summary counts in CEP's report on achievement trends. In math, comparable data are available for only three years, 2006 through 2008, the minimum span needed to discern a trend. In general, North Carolina students at the elementary and middle school levels made gains in math at the basic, proficient, and advanced levels. Specific results include: (1) In math, the percentage of students at the basic level and above rose at a moderate-to-large rate at the elementary and middle school levels; (2) The percentage proficient and above in math increased at a moderate-to-large rate at the elementary and middle school grades analyzed; and (3) In math, the percentage of advanced students rose at a moderate-to-large rate at both grade levels. (Contains 6 figures and 6 tables.) [This report represents an updated version of ED506203. For "State Test Score Trends through 2007-08, Part I: Is the Emphasis on 'Proficiency' Shortchanging Higher- and Lower-Achieving Students?," see ED506121. For "State Test Score Trends through 2007-08. Part II: Is There a Plateau Effect in Test Scores?," see ED506122.].
Download or read book School Achievement of Children by Demographic and Socioeconomic Factors United States written by Klaus Warner Schaie and published by . This book was released on 1971 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Grade Size and Student Achievement written by Teresa Turner and published by . This book was released on 2008 with total page 238 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: This study investigated the relationship between school size, socioeconomic status (SES), and the academic achievement of seventh grade students enrolled in Mississippi public schools from 2004-2007. Academic achievement was measured by average scale scores on the Reading, Language Arts, and Mathematics assessments from the Mississippi Curriculum Test from the 2004-2005, 2005-2006, and 2006-2007 school years. Data for the research were collected from the Mississippi Assessment and Accountability Reporting System (MAARS). The Mississippi Department of Education Office of Research and Statistics generates information that is accessible to the public through the interactive search option in the MAARS system. The analysis of results was based on information collected from the 286 public schools that enroll seventh grade students. A two-way ANOVA was conducted to investigate the relationship between grade size, socioeconomic status percentage, and academic achievement as measured by the Mississippi Curriculum Test (Reading, Language Arts, and Mathematics) average scale scores. This design, a 2 x 2 factorial, provided insight into the interaction between the two independent variables. The study determined that there was a significant relationship between grade size and student achievement on all three measures: Reading, Language Arts, and Mathematics for 2006, but the relationship was not evident in 2005 or 2007. The study did reveal, however, a significant relationship between SES and student achievement for 2005, 2006, and 2007 for all three MCT measures. Although individual effects on student achievement from the independent variables were found, there was not significant v interaction found between the independent variables of socioeconomic status and grade size, and thus no significant interaction effect on the three dependent variables of student achievement (MCT Reading, Language Arts, and Mathematics) in any of the years measured (2005, 2006, and 2007.
Download or read book Looking Forward to High School and College written by Elaine Allensworth and published by Consortium on Chicago School Research. This book was released on 2014-09-01 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt: Grades and attendance-not test scores-are the middle grade factors most strongly connected with both high school and college success. In fact, grades and attendance matter more than test scores, race, poverty, or other background characteristics for later academic success. This report follows approximately 20,000 Chicago Public Schools students as they transition from elementary to high school. It is designed to help answer questions about which markers should be used to gauge whether students are ready to succeed in high school and beyond. It also considers the performance levels students need to reach in middle school to have a reasonable chance of succeeding in high school.
Download or read book Understanding North Carolina End of Grade Testing Assessment Brief Volume 5 Number 3 written by North Carolina Department. of Public Instruction, Raleigh and published by . This book was released on 2004 with total page 3 pages. Available in PDF, EPUB and Kindle. Book excerpt: In response to legislation passed by the 1989 North Carolina General Assembly, the State Board of Education developed and initially implemented End-of-Grade Tests (EOG) for grades 3 through 8 in the areas of reading and mathematics effective with the 1992?93 school year. These curriculum-based multiple-choice achievement tests are specifically aligned to the North Carolina Standard Course of Study and include a variety of strategies to measure the academic performance of North Carolina students. North Carolina State Board of Education for each grade are organized into four strands: (1) number sense, numeration, and numerical operations; (2) spatial sense, measurement, and geometry; (3) patterns, relationships, and functions; and (4) data, probability, and statistics. The mathematics EOG tests are administered in two parts: Calculator Inactive and Calculator Active. Students are not allowed to use calculators during the Calculator Inactive part of the test. Students are allowed to use calculators during the Calculator Active part of the test. Both parts of the test require students to interpret information from problems in context in order to generate the appropriate responses to the test questions. The North Carolina End-of-Grade (EOG) Test?Reading Comprehension assesses reading by having students read both literary and informational selections and then answer questions related to the selections. Knowledge of vocabulary is assessed indirectly through application and understanding of terms within the context of the selections and questions.
Download or read book A Study of the Relationship Between North Carolina End of grade Test Scores and Selected Parent Involvement Activities for Fifth Graders in Columbus County Schools written by Ronald A. Ward and published by . This book was released on 1997 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Study of the Relationships Existing Among Certain Criteria of Socio economic Status Intellectual Status and Grades of High School Children in Jackson County North Carolina 1931 written by Hieronymus Bueck and published by . This book was released on 1931 with total page 41 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Focus on the Wonder Years written by Jaana Juvonen and published by Rand Corporation. This book was released on 2004-03-25 with total page 181 pages. Available in PDF, EPUB and Kindle. Book excerpt: Young teens undergo multiple changes that seem to set them apart from other students. But do middle schools actually meet their special needs? The authors describe some of the challenges and offer ways to tackle them, such as reassessing the organization of grades K-12; specifically assisting the students most in need; finding ways to prevent disciplinary problems; and helping parents understand how they can help their children learn at home.
Download or read book A Comparison of Middle School Students End of Grade EOG Scores to Their Online Computer Skills Test Performance written by Jill E. Elberson and published by . This book was released on 2008 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt: Compares North Carolina middle school students' performance on their end of grade (EOG) assessment with their performance on their online computer test. Analyzes the data using Excel spreadsheet software.
