Download or read book The Effect of School Size Socioeconomic Status and Grade level Configuration on Academic Achievement in Louisiana Public Schools written by Scarlet L. Chopin and published by . This book was released on 2003 with total page 460 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The limited Evidence Regarding Effects of Grade span Configurations on Academic Achievement written by Theodore Coladarci and published by . This book was released on 2002 with total page 2 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 Dissertation Abstracts International written by and published by . This book was released on 2003 with total page 620 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstracts of dissertations available on microfilm or as xerographic reproductions.
Download or read book Bridging the Achievement Gap written by John E. Chubb and published by Rowman & Littlefield. This book was released on 2004-05-13 with total page 252 pages. Available in PDF, EPUB and Kindle. Book excerpt: The achievement gap between white students and African American and Hispanic students has been debated by scholars and lamented by policymakers since it was first documented in 1966. The average black or Hispanic secondary school student currently achieves at about the same level as the average white student in the lowest quartile of white achievement. Black and Hispanic students are much less likely than white students to graduate from high school, acquire a college or advanced degree, or earn a middle-class living. They are also much more likely than whites to suffer social problems that often accompany low income. While educators have gained an understanding of the causes and effects of the education achievement gap, they have been less successful in finding ways to eliminate it—until now. This book provides, for the first time in one place, evidence that the achievement gap can be bridged. A variety of schools and school reforms are boosting the achievement of black and Hispanic students to levels nearing those of whites. Bridging the Achievement Gap brings together the findings of renowned education scholars who show how various states, school districts, and individual schools have lifted the achievement levels of poor and minority students. The most promising strategies include focusing on core academic skills, reducing class size, enrolling students in more challenging courses, administering annual achievement assessment tests, creating schools with a culture of competition and success, and offering vouchers in big-city school districts. While implementing new educational programs on a large scale is fraught with difficulties, these successful reform efforts offer what could be the start of widespread effective solutions for bridging the achievement gap.
Download or read book Advances in School Effectiveness Research and Practice written by D. Reynolds and published by Elsevier. This book was released on 2014-06-28 with total page 262 pages. Available in PDF, EPUB and Kindle. Book excerpt: Advances in School Effectiveness Research and Practice presents a worldwide state-of-the-art summary of the rapidly growing field of school effectiveness research by an internationally renowned group of authors. Current knowledge in the field is reviewed to present an integrated and coherent, internationally valid perspective on school effectiveness and instructional effectiveness. The book creatively outlines some new directions in which the field should move if it is to fulfil its promise. These include the development of international studies and the generating and testing of school effectiveness theory.
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 748 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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. Louisiana students made gains across the board at the basic and proficient levels; results were more mixed at the advanced level. Specific results include: (1) Since 2002, the percentage of students scoring at the basic level and above in reading has increased slightly at the elementary and middle school grades analyzed and at a moderate-to-large rate at the high school grade analyzed. In math, there were moderate-to-large increases in the percentage of students at the basic level and above at all three grade levels analyzed; (2) The percentage of students performing at the proficient level and above rose at a moderate-to-large rate in both reading and math at all three grade levels analyzed; and (3) In reading, the percentage of students reaching the advanced level increased at a moderate-to-large rate at the elementary grade analyzed but decreased slightly at the middle and high school levels; in math, the percentage of advanced students rose at a moderate-to-large rate at the elementary and high school grades analyzed and increased slightly at the middle school level. (Contains 6 figures and 6 tables.) [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 Equality And Achievement In Education written by James S. Coleman and published by Routledge. This book was released on 2019-08-27 with total page 341 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book presents a major report that has evoked extensive controversy and initiated extensive policy debate on equality and achievement in education. It examines the concept of equality of educational opportunity and the relations between equality and achievement and between families and schools.
Download or read book Whither Opportunity written by Greg J. Duncan and published by Russell Sage Foundation. This book was released on 2011-09-01 with total page 573 pages. Available in PDF, EPUB and Kindle. Book excerpt: As the incomes of affluent and poor families have diverged over the past three decades, so too has the educational performance of their children. But how exactly do the forces of rising inequality affect the educational attainment and life chances of low-income children? In Whither Opportunity? a distinguished team of economists, sociologists, and experts in social and education policy examines the corrosive effects of unequal family resources, disadvantaged neighborhoods, insecure labor markets, and worsening school conditions on K-12 education. This groundbreaking book illuminates the ways rising inequality is undermining one of the most important goals of public education—the ability of schools to provide children with an equal chance at academic and economic success. The most ambitious study of educational inequality to date, Whither Opportunity? analyzes how social and economic conditions surrounding schools affect school performance and children’s educational achievement. The book shows that from earliest childhood, parental investments in children’s learning affect reading, math, and other attainments later in life. Contributor Meredith Phillip finds that between birth and age six, wealthier children will have spent as many as 1,300 more hours than poor children on child enrichment activities such as music lessons, travel, and summer camp. Greg Duncan, George Farkas, and Katherine Magnuson demonstrate that a child from a poor family is two to four times as likely as a child from an affluent family to have classmates with low skills and behavior problems – attributes which have a negative effect on the learning of their fellow students. As a result of such disparities, contributor Sean Reardon finds that the gap between rich and poor children’s math and reading achievement scores is now much larger than it was fifty years ago. And such income-based gaps persist across the school years, as Martha Bailey and Sue Dynarski document in their chapter on the growing income-based gap in college completion. Whither Opportunity? also reveals the profound impact of environmental factors on children’s educational progress and schools’ functioning. Elizabeth Ananat, Anna Gassman-Pines, and Christina Gibson-Davis show that local job losses such as those caused by plant closings can lower the test scores of students with low socioeconomic status, even students whose parents have not lost their jobs. They find that community-wide stress is most likely the culprit. Analyzing the math achievement of elementary school children, Stephen Raudenbush, Marshall Jean, and Emily Art find that students learn less if they attend schools with high student turnover during the school year – a common occurrence in poor schools. And David Kirk and Robert Sampson show that teacher commitment, parental involvement, and student achievement in schools in high-crime neighborhoods all tend to be low. For generations of Americans, public education provided the springboard to upward mobility. This pioneering volume casts a stark light on the ways rising inequality may now be compromising schools’ functioning, and with it the promise of equal opportunity in America.
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 Research in Education written by and published by . This book was released on 1974 with total page 1262 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The limited Evidence Regarding Effects of Grade span Configurations on Academic Achievement written by Theodore Coladarci and published by . This book was released on 2002 with total page 4 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Impact of Class size on Academic Achievement in Elementary Settings written by Gillian Fernstrom (M.) and published by . This book was released on 2015 with total page 25 pages. Available in PDF, EPUB and Kindle. Book excerpt: This paper presents a comprehensive literature review on the topic of class-size, and its effects on academic achievement. Overcrowding in the classroom can affect student's academic achievement. Students from a low socio-economic status, particularly ethnic minority students, are negatively impacted the most from an overcrowded classroom. This impact is seen most during the critical years of kindergarten through third grade, during which essential skills are developed. Research also suggests that additional factors such as socioeconomic status can make students more vulnerable to the effects of overcrowding.
Download or read book The Louisiana School Review written by and published by . This book was released on 1906 with total page 374 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book School Size and Its Effect on School Climate and Academic Achievement in Rural South Georgia High Schools written by James Benjamin Lawhorn and published by . This book was released on 2009 with total page 73 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: While leaders in rural South Georgia have continued to debate the notion of school size as it applies to high schools, limited research was available to support staying small or continued growth through consolidation. In this study, schools from rural South Georgia were examined in order to collect data that could provide communities with the resources available to either advocate for large or small rural high schools. Moreover, it could also provide the rationalization necessary for some larger schools to split. The purpose was to establish the relationship between school size and academic achievement, and the relationship was between school size and school climate. For the study, a quantitative ex post facto research design was used to determine what, if any relationships existed between academic achievement, school climate, and school size. All data regarding academic achievement, school size, and socioeconomic status were matters of public record and were collected through various online sources. In order to establish school climate, high school teachers in three of the prescribed schools examined were asked to complete a survey. In this study, the academic achievement means of the last three testing administrations of the mathematics Georgia High School Graduation Test (GHSGT) were compared between three groups of 40 high schools whereby each school was assigned to a particular group as a result of that school's enrollment. Moreover, these means were adjusted using wealth as an established covariate for each of the examined schools. Significant mean differences and adjusted mean differences were found between small schools and medium schools. Additionally, significant mean differences and adjusted mean differences were found between small schools and large schools. School climate was examined in one small school, one medium school, and one large school through the administration of a survey. Of the schools examined, small schools demonstrated the highest school climate followed by medium then large schools respectively.
Download or read book Class Size and Public Policy written by Tommy M. Tomlinson and published by . This book was released on 1988 with total page 62 pages. Available in PDF, EPUB and Kindle. Book excerpt:
