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 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.

Download or read book Urban Intra district Mobility Effects on Disciplinary Sanctions Missouri Achievement Program MAP Testing and Stanford Achievement Testing Ninth Edition Testing African American Early Adolescents written by Joseph Roy Mensing and published by . This book was released on 2008 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative study was to observe correlations between disciplinary sanctions, Missouri Achievement Program (MAP) test scores (communication arts and science), and Stanford Achievement Test-Ninth Edition (SAT 9) test scores (math and reading), in regard to, 7th-grade African American early adolescents respective Kansas City, Missouri, School District (KCMSD) histories of intra-district mobility. Notably, the participating urban Kansas City, Missouri, School District, during the study time periods (1999-2000 and 2000-2001), was under final stages of several decades of Federal Court ordered desegregation monitoring. Additionally, the African Centered (ACE) Middle School, which the study populations attended, had been determined to be "academically deficient" by the State Board of Missouri Education in 2001. The Researcher purposefully chose to use a dual delimitation sample selection process to validate students incorporated into the study populations. Therefore, the study population included only early adolescents who had been continuous students of the District (Grades 1-7), and the students had to have participated in Missouri Achievement Program (MAP) assessment within the District, during their 7th-grade academic year. Due to the purposeful dual delimitation population selection process, it was anticipated that two years of District-instructed 7th-grade ACE early adolescent populations (1999-2000 and 2000-2001) would be required to obtain a statistically viable study sample. The study specifically examined correlation effects of 7th-grade student school-to-school intra-district mobility regarding administratively assigned out-of school suspension, Missouri Achievement Program (MAP) test scores (communication arts and science), the Stanford Achievement Test-Ninth Edition (SAT 9) test scores (math and reading). Study results indicated a strong positive correlation between student total mobility and respective 7th-grade absences. Additionally, variation in student total mobility was found to be predictive of individual student out-of-school suspensions after controlling for 7th-grade hours absent. The study did not find that variation in total mobility was predictive of individual student, 7th-grade Missouri Assessment Program (MAP) achievement, communication arts and science scores after controlling for 7th-grade hours absent. Nor did variation in total mobility predict individual student, 7th-grade Stanford Achievement Test-Ninth Edition (SAT 9), math and reading scores after controlling for 7th-grade hours absent.

Download or read book School Attendance Relationship to Student Achievement on State Standardized Test written by Dawn Mikus and published by . This book was released on 2013 with total page 18 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This research was conducted to see if there was a relationship between school attendance and student achievement. The study looked at 69 fourth graders in an urban elementary school. The research findings answer the question, "Does school attendance relate to student achievement as perceived on the Communication Arts MAP test and the Math MAP test scores?" The research was conducting by doing a correlation analysis on the students' school attendance percentage for the 2012-2013 school year and their 2013 Communication Arts MAP test scores and their 2013 Math MAP test scores. The results of this study show that there is a positive relationship between school attendance percentages and student achievement based on the Communication Arts MAP test and the Math MAP test. The conclusion based on this research is that school attendance has a significant effect on student achievement. Therefore, school districts should further educate their parents and community on the importance of regular attendance. There should also be a better form of tracking chronically absent students and providing support of them."

Download or read book The Effects of School Wide Positive Behavior Supports on Missouri State Assessment Scores written by Sheryl Ferguson and published by . This book was released on 2012 with total page 27 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to analyze the impact that School-Wide Positive Behavior Supports (SW-PBS) has on standardized state assessment scores in Communication Arts and Math. The research includes an overview of the key components to the successful implementation of SW-PBS and a review of current literature regarding the impact of SW-PBS on the whole school environment. The current study was conducted using data archived by the Missouri Department of Elementary and Secondary Education. Schools receiving recognition for excellent implementation of SW-PBS by DESE and the Missouri School-Wide Positive Behavior Support organization were compared with schools not recognized as SW-PBS schools. The study compared the two groups in regards to percentage of students proficient in Communication Arts and Math according to No Child Left Behind Adequate Yearly Progress. Data was analyzed using Microsoft Excel and A Statistical Program (ASP) software and a significant difference was found between study groups. Findings indicate that the successful implementation of SW-PBS has a positive effect on standardized state assessment scores in Communication Arts and Math.

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 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 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 Impact of the Enhancing Missouri s Instructional Networked Teaching Strategies eMINTS Program on Student Achievement 21st Century Skills and Academic Engagement written by Coby Meyers and published by . This book was released on 2015 with total page 7 pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite years of implementing standards-based accountability systems, many teachers today lack the necessary preparation to develop standards-based instructional strategies and to inform decisions utilizing student assessments. The eMINTS ("Enhancing Missouri's Instructional Networked Teaching Strategies") National Center at the University of Missouri (UM), in partnership with the Missouri Department of Higher Education (DHE), offers the eMINTS professional development (PD) program to teams of educators, especially those serving high-need students. eMINTS PD generates building wide reform by helping teachers master the translation of any state standards and information from assessments into engaging classroom practices that employ technology. The program is based on four underlying research-based components: "inquiry-based learning," "high-quality lesson design," "community of learners," and "technology integration," and addresses issues identified as barriers in the consistent use of standards-based instruction and technology. The program provides teachers with more than 250 hours of PD spanning two years and support that includes monthly classroom visits. As part of refining and improving eMINTS PD, eMINTS staff integrated the Intelʼ Teach Elements Program recently, adding a third year of PD to help teachers sustain and build on the first two years of eMINTS PD. The third year combines online and face to face training for teachers to expand their use of project-based learning. Teachers also gain access to Intel's suite of online tools designed to involve students in 21st century higher-order thinking and problem solving. The current report focuses on the impact after the second year of implementation of the eMINTS program. It addresses the following research questions: (1) What is the impact of the eMINTS Comprehensive Program on the performance of Grades 7 and 8 students in mathematics and communication arts?; (2) What is the impact of the eMINTS Comprehensive Program on the 21st century skills, including communication, technology literacy, and critical thinking, of Grades 7 and 8 students?; and (3) What is the impact of the eMINTS Comprehensive Program on the academic engagement of Grades 7 and 8 students? The study focused on grade 7 and 8 students in 60 high-poverty rural Missouri schools. This study used a cluster randomized design that randomly assigned 60 high-poverty rural Missouri middle schools to one of three groups in Fall 2010 (Year 0). Estimated impacts after the second year of implementation on all student achievement outcomes--mathematics, communication arts, and 21st century skills--were not statistically significant. Impacts on student engagement are negative (with a 0.25 effect size) and statistically significant, indicating that student engagement was lower in eMINTS schools than in the control schools. A table is appended.

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 Student teacher Ratio on Third Grade Communication Arts MAP Scores in Northwestern Missouri written by Sara Willis and published by . This book was released on 2014 with total page 48 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this research was to describe the difference between the 3rd grade Communication Arts MAP scores of smaller and larger student-teacher ratios. The study used existing data from the Missouri Assessment Program for third grade Communication Arts, which was provided by the Missouri Department of Elementary and Secondary Education. The Department of Education gathers MAP data from all the schools in the state of Missouri, which is public information. The mean percent of Advanced and Proficient 3rd grade CA MAP scores were collected and combined from forty-five school districts in Northern Missouri over a time period from 2009-2013. Of these districts, twenty were rural, from the Harrison-Davies Conference and Grand River Conference, and twenty-five were suburban, from the Midland Empire Conference. Also collected from these districts were the class sizes over a period from 2009-2013. The researchers then separated the data into three groups, based on class sizes. Group 1 included classes of 0-14 students, Group 2 included classes with 15-18 students, and Group 3 included classes with 19-22 students. The researchers used the ANOVA to determine that there is not a significant difference (p-value of 0.125) in student achievement on the MAP test between smaller student-teacher ratios and larger student-teacher ratios. Therefore, the action researchers do not suggest that school districts use student-teacher ratio reduction as a means to improve third grade CA Arts scores on the MAP test.

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 Dissertation Abstracts International written by and published by . This book was released on 2007 with total page 604 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Relationship Between Course taking Behavior Gender and Mathematics Achievement on the Missouri Assessment Program MAP written by Geraldine Dressel Baumgart and published by . This book was released on 2005 with total page 213 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the relationship between student course taking, specifically the year of Algebra completion (grade 8, 9, 10, or not completed), and performance on the Missouri Assessment Program (MAP) mathematics test in grades 8 and 10. Data collected were student scores on the MAP tests, TerraNova tests in Communication Arts and Mathematics, student math grades, and demographic factors of gender and race. The sample of 512 students was taken from one school district in east central Missouri. The MAP mathematics tests contain 3 item types. Item type was statistically significant with both males and females scoring highest on Multiple Choice followed by Constructed Response and Performance Event items. Males and females had similar profiles for item types at both grade levels with males performing better than females on each item type at grades 8 and 10. The only statistically significant gender difference was on Multiple Choice items in grade 10. Course taking was significantly related to performance on the six MAP mathematics content strands. Number Sense, Geometry and Spatial Sense, Data Analysis and Probability, Patterns and Relationships, Mathematical Systems, and Discrete Mathematics organize the MAP content. Number Sense and Mathematical Systems content strands both found males performing significantly better than females. Geometry and Spatial Sense was the only strand that yielded a significant interaction effect of gender by course taking with males gaining significantly in advantage over females as Algebra was completed earlier. Course taking was significantly related to overall MAP and TerraNova mathematics scores. ANCOVA analyses used TerraNova language scores as a covariate to isolate the effect of course taking on MAP performance. The ANCOVA employed course taking and gender as independent variables and explained 70% of the variance in MAP 8 scores and 53% of the variance in MAP 10 scores. Both course taking and gender were significant main effects. A logistic regression analysis revealed significant predictors of MAP 10 mathematics performance to be MAP 8 mathematics performance, Math GPA in grades 8 through 10, gender, and completion of an Algebra course in grade 8. Qualified students should be encouraged to take Algebra in grade 8.

Download or read book A Five Year Comparison Between an Extended Year School and a Conventional Year School written by Vanessa Khankeo van der Graaf and published by . This book was released on 2008 with total page 101 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to compare the academic achievement of third grade students in an extended year school to that of third grade students in a conventional school. The problem statement was that both schools were academically deficient according to the requirements of the No Child Left Behind (NCLB) Act. The comparison between the two schools used communication arts and science data from 2002-2006 Missouri Assessment Program (MAP). It also examined the effects of variables such as summer breaks, socioeconomic status, and student attendance that affect student achievement beyond adding more instructional time. Examination of research related to the effects of summer breaks and student achievement uncovered evidence that summer breaks can create an achievement gap in the learning cycle. Also, research concluded that the socioeconomic status of a student can have a clear and negative effect on student achievement. Further research stated that students' attendance rates proved to be a strong predictor of academic performance. The literature revealed different viewpoints on the effects of an extended school year, specifically that more instructional time improves test scores. Regardless of any argument, the controversy of time and learning involves legislators, educators, reformers, students, and the community. Results of the study indicated that there was an association between the type of school calendar, extended versus conventional, and the academic achievement of elementary students as measured by student scores on the MAP. The alternate hypothesis was accepted, which stated that if students attend a school on an extended school year calendar, then MAP scores will be higher than those of students in a similar elementary school who attend school on a conventional calendar. Recommendations for further research were centered on collecting data from districts with similar demographics and school and community planning efforts that focus on using technology to promote academic achievement as a means of broadening and enriching learning time without extending it. In this study, the students who attended an extended year school performed significantly higher on the MAP compared to students who attended a conventional school. One appendix is included: IRB Approval. (Contains 18 tables and 18 figures.).

Download or read book A Study of the Comparison of Communication Arts Missouri Assessments Scores of Free Reduced Students in Schools with High and Low Percentage of Free reduced Lunch Student Population written by Ann Stiens and published by . This book was released on 2012 with total page 22 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was completed to find if there is a difference in achievement levels, as measured by MAP communication arts scores, of students who qualify for free/reduced lunches in buildings with high levels or low levels of free/reduced lunch percentages. The Missouri MAP Test results and F/R lunch percentages from the DESE website were used to compare levels of achievement with F/R lunch population of a building. The study group selected consisted of students from two buildings with the lowest percentage of F/R population and students from two buildings with the highest percentage of F/R population, within the same district. Data was collected and studied for 2008-2011 using Microsoft Excel and A Statistical Program (ASP) software. This study proved that there is a significant difference in achievement levels, as measured by MAP communication arts scores, of students who qualify for free/reduced lunches in buildings with high levels or low levels of free/reduced lunch percentages.

Download or read book Achievement Differences Between Charter Schools and Traditional Public Schools in Missouri written by Robin Housel and published by . This book was released on 2014 with total page 47 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Charter schools have developed in the United States as part of reform efforts to improve what many in this country see as a failing public education system. Charter schools are becoming increasingly popular as states across the country, including Missouri, are expanding their numbers of charter schools despite the fact that research demonstrating that charter schools in the United States consistently outperform Traditional Public Schools (TPS) at significant levels is limited. Specific to Missouri, there are very few research studies related to charter school achievement. This study analyzed the achievement differences between charter schools, urban schools, and suburban schools in Missouri as measured by the English Language Arts and mathematics portions of the Missouri Assessment Program (MAP). The Missouri Comprehensive Data System (MCDS) was used to gather the percentage of students who were proficient and advanced on the 4th grade English Language Arts and math portions of the MAP in 2012 and 2013."--[portion of abstract]