Download or read book A Comparative Study of Reading Achievement and Socio economic Status of Elementary School Pupils written by Bessie L. Muse and published by . This book was released on 1968 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book DIFFERENCES IN READING PERFORMANCE OF TEXAS ELEMENTARY SCHOOL STUDENTS AS A FUNCTION OF ECONOMIC STATUS GENDER AND ETHNICITY RACE written by Jenny McGown and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Purpose The purpose of this journal-ready dissertation was to examine the extent to which degree of economic status, gender, and ethnicity/race are related to the reading achievement of Texas elementary school students. The first purpose was to analyze the degree to which differences exist in reading performance by degree of economic disadvantage for elementary school students. A second purpose was to examine the extent to which differences are present in reading performance between boys and girls in elementary schools. Finally, a third purpose was to determine the extent to which differences are present in reading performance for four different ethnic/racial groups (id est, Asian, White, Hispanic, and Black) of elementary school students. Archival data from the Texas Education Agency Public Education Information Management System was analyzed to make these determinations. A multiyear statewide analysis of academic performance of the state-mandated reading assessments in Grade 3 was used to determine the degree to which trends were present in reading performance by economic status, between boys and girls, and among different ethnic/racial groups. Method A causal-comparative research design was used in this quantitative study. Grade 3 STAAR archival data were obtained for the 2012-2013 through the 2014-2015 school years. Each of the three Reporting Categories was analyzed to determine if differences existed by degree of economic status, gender, and ethnic/racial groupings. Additionally, the percentage of students meeting the Level II Final Satisfactory Performance Standard was analyzed to determine progress in closing historic achievement gaps. Findings Students who were extremely poor had statistically significant lower average scores than students who were moderately poor on the Grade 3 STAAR Reading assessment. Both groups of students in poverty had lower reading scores than students who were not poor. Boys had statistically significantly lower average scores than girls in all reporting categories. Trends present across ethnic/racial groups were that Hispanic and Black students had statistically significantly lower average scores than Asian and White students and Black students had the statistically significant lowest average scores. Results were congruent with the existing literature regarding economic status, gender, and ethnicity/race as factors influencing literacy.
Download or read book A Comparative Study of Reading Achievement of Title I and Non title I Students in a Medium sized District written by Wilbur Dale Krueger and published by . This book was released on 1983 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Too Many Children Left Behind written by Bruce Bradbury and published by Russell Sage Foundation. This book was released on 2015-06-30 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt: The belief that with hard work and determination, all children have the opportunity to succeed in life is a cherished part of the American Dream. Yet, increased inequality in America has made that dream more difficult for many to obtain. In Too Many Children Left Behind, an international team of social scientists assesses how social mobility varies in the United States compared with Australia, Canada, and the United Kingdom. Bruce Bradbury, Miles Corak, Jane Waldfogel, and Elizabeth Washbrook show that the academic achievement gap between disadvantaged American children and their more advantaged peers is far greater than in other wealthy countries, with serious consequences for their future life outcomes. With education the key to expanding opportunities for those born into low socioeconomic status families, Too Many Children Left Behind helps us better understand educational disparities and how to reduce them. Analyzing data on 8,000 school children in the United States, the authors demonstrate that disadvantages that begin early in life have long lasting effects on academic performance. The social inequalities that children experience before they start school contribute to a large gap in test scores between low- and high-SES students later in life. Many children from low-SES backgrounds lack critical resources, including books, high-quality child care, and other goods and services that foster the stimulating environment necessary for cognitive development. The authors find that not only is a child’s academic success deeply tied to his or her family background, but that this class-based achievement gap does not narrow as the child proceeds through school. The authors compare test score gaps from the United States with those from three other countries and find smaller achievement gaps and greater social mobility in all three, particularly in Canada. The wider availability of public resources for disadvantaged children in those countries facilitates the early child development that is fundamental for academic success. All three countries provide stronger social services than the United States, including universal health insurance, universal preschool, paid parental leave, and other supports. The authors conclude that the United States could narrow its achievement gap by adopting public policies that expand support for children in the form of tax credits, parenting programs, and pre-K. With economic inequalities limiting the futures of millions of children, Too Many Children Left Behind is a timely study that uses global evidence to show how the United States can do more to level the playing field.
Download or read book A Comparative Study of the Effects of Two Approaches to Teaching Reading Comprehension on Achievement of Fourth and Fifth Grade Students of Middle and Low Socioeconomic Status written by Alfred John Gordon and published by . This book was released on 1978 with total page 454 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book School Effectiveness and School Improvement written by Louise Stoll and published by Institute of Education. This book was released on 1995 with total page 8 pages. Available in PDF, EPUB and Kindle. Book excerpt: The last decade has seen a burgeoning of interest in the twin fields of school effectiveness and school improvement by politicians, policy makers and practitioners. For some, the drive has been to raise standards and increase accountability through inspection and assessment measures, believing that the incentive of accountability and market competition will lead to improvement. Alternatively, reform and restructuring have led many people in schools to create their own agenda and ask, ‘How do we know that what we are doing makes a positive difference to our pupils?’ and, ‘What can we do to provide pupils with the best possible education?’ This paper explores the two paradigms that underpin notions of school effectiveness and school improvement. We start with their definitions and aims. Key factors of effectiveness and improvement are examined and fundamental issues discussed. We conclude with a description of attempts to link the two areas of work.
Download or read book Research in Education written by and published by . This book was released on 1974 with total page 1280 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book OE publication written by and published by . This book was released on 1967 with total page 690 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Comparative Study of School Achievement and Reading Level of Elementary School Pupils written by Olivia G. Harris and published by . This book was released on 1950 with total page 60 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Relationship between Student Achievement and Multilingualism A Quantitative Causal Comparative Study written by Jennifer Thomson and published by Lulu.com. This book was released on 2011-05-15 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt: Multilingualism enhances cognitive, neuro-linguistic and meta-linguistic development. It is proposed that improved student performance might be achieved if the U.S. educational system mainstreamed foreign language teaching as early as elementary school. The research hypothesis of this quantitative causal-comparative study was therefore that multilingual students should achieve significantly higher scores in standardized tests of basic skills relative to monolingual students. Simple random samples of 500 monolingual and 500 multilingual students in grades 5 through 8 with similar socio-economic status were drawn. There was a significant difference between the combined scores of the monolingual and multilingual students, indicating higher multilingual scores. The results of this and other studies should influence educational policy on language teaching. Urgent action is demanded from educational administrators and curriculum specialists to make foreign language teaching an integral part of the curriculum.
Download or read book Relationships Between Socio economic Status Sex and Reading Achievement in Basal and Individualized Primary Reading Programs written by Rodney Howard Johnson and published by . This book was released on 1968 with total page 302 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Office of Education Research Reports 1956 65 ED 002 747 ED 003 960 written by Educational Research Information Center (U.S.). and published by . This book was released on 1967 with total page 710 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 1997 with total page 376 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Educational Directory written by and published by . This book was released on with total page 962 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Bulletin written by United States. Office of Education and published by . This book was released on 1940 with total page 712 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Statistics of Land grant Colleges and Universities written by United States. Office of Education and published by . This book was released on 1940 with total page 712 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Socioeconomic Status on Student Achievement written by Kent Irving Peach and published by . This book was released on 1996 with total page 170 pages. Available in PDF, EPUB and Kindle. Book excerpt: Purpose. The purpose of this study was to assess the longitudinal effects of socioeconomic status (SES) on student achievement as students progress from second through fifth grades. The independent variables in the study were: (1) the SES of the student and (2) the grade level of the student, grades two, three, four, and five. The dependent variable in the study was student achievement measured by reading and mathematics subtest scores on the Missouri Mastery and Achievement Test (MMAT). Procedures. The sample for this study was taken from students in ten suburban Kansas City elementary schools. Twenty-four matched cohort pairs were formed according to the following criteria: (1) both students of the pair shared the same classroom teachers for second through fifth grades; (2) both students of the pair were the same gender; (3) neither student of the pair had special education placement; (4) each pair contained one student participating in free or reduced-fee lunch program, and one student not participating in free or reduced-fee lunch program. Repeated measures analysis of variance was used to test the six hypotheses. Dependent t tests to check for simple main effects, Tukey's posthoc comparison to identify the pairwise differences, and eta squared for grade levels (columns) and SES (layers), to determine the variability attributed to each of the factors were calculated. Findings. This study found a consistent, but not statistically significant, difference between the mean MMAT scores in reading for low SES students and non-low SES students. Non-low SES students' mean score was 20 or more points higher in seven of eight tests. A statistically significant difference was found between the mean MMAT mathematics scores for the two groups. The nature of these findings supports the body of research that found a correlation between SES and achievement. A statistically significant interaction was found between free or reduced-fee lunch program participation or non-participation and the grade level on the mean reading achievement score on the MMAT. This interaction did not reflect the anticipated increasing disparity of scores as students progressed from second through fifth grades. This longitudinal study demonstrated the feasibility of future research using student pairs matched by background as well as teachers in an effort to better clarify the true nature of the impact of the teacher over SES.
