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Author: Ray Alvarez
Publisher:
ISBN:
Category :
Languages : en
Pages : 100
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Book Description
This research studies the effects of mobility on the high-stakes test scores of a Title I South Central Texas school district. The study involved 10, 5th-grade elementary feeder school populations graduating to the 6th grade in 3 middle schools. The researcher compared the 1st administration scores of the Texas Assessment of Knowledge and Skills test scores in spring 2003 with the scores of spring 2004. The purpose was to understand how, if at all, mobility affected the scores. This study uses all of the 5th-grade population scores (N = 739) in the district. The comparison between the TAKS scores of 2003 and 2004 was done on students who left and remained in the district. The group that left the schools affected the achievement scores of the district; however, the effect depended on whether the group leaving had scores above or below the respective group district average. The data do not support the null hypothesis. There is a significant difference in the student achievement data in the TAKS between 5th and 6th grade in a student group that is highly mobile. (Contains 11 tables.) [Ed.D. Dissertation, William Howard Taft University.].
Author: Ray Alvarez
Publisher:
ISBN:
Category :
Languages : en
Pages : 100
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Book Description
This research studies the effects of mobility on the high-stakes test scores of a Title I South Central Texas school district. The study involved 10, 5th-grade elementary feeder school populations graduating to the 6th grade in 3 middle schools. The researcher compared the 1st administration scores of the Texas Assessment of Knowledge and Skills test scores in spring 2003 with the scores of spring 2004. The purpose was to understand how, if at all, mobility affected the scores. This study uses all of the 5th-grade population scores (N = 739) in the district. The comparison between the TAKS scores of 2003 and 2004 was done on students who left and remained in the district. The group that left the schools affected the achievement scores of the district; however, the effect depended on whether the group leaving had scores above or below the respective group district average. The data do not support the null hypothesis. There is a significant difference in the student achievement data in the TAKS between 5th and 6th grade in a student group that is highly mobile. (Contains 11 tables.) [Ed.D. Dissertation, William Howard Taft University.].
Author: Institute of Medicine
Publisher: National Academies Press
ISBN: 0309150132
Category : Social Science
Languages : en
Pages : 92
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Book Description
Many low-income families struggle with stable housing and frequently have to move due to foreclosures, rent increases, or other financial setbacks. Children in these families can experience lasting negative effects, especially those who are young and still developing basic learning and social skills. A joint NRC-IOM committee held a workshop in June 2009 to examine these issues, highlight patterns in current research, and discuss how to develop a support system for at-risk children.
Author: Robin Ann Champagne
Publisher:
ISBN:
Category : Student mobility
Languages : en
Pages : 192
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Book Description
Prior research revealed that student mobility may have an effect on student achievement and school accountability ratings. The purpose of this study was to determine the impact of student mobility on the accountability ratings of middle schools in Texas. Student data, including socioeconomic status, at-risk status, and ethnicity, were collected from the 2006-2007 Academic Excellence Indicator System (AEIS), in addition to eighth-grade performance on the Texas Assessment of Knowledge and Skills (TAKS), specifically reading and mathematics. Student mobility data were collected from the Public Education Information Management System (PEIMS). Campus data were collected on campus mobility percentage and campus accountability ratings, with percentage of economically disadvantaged student and percentage of at-risk students serving as control variables. Single-classification analysis of covariance and two-way analysis of covariance were conducted to (a) determine whether a relationship existed between student mobility and school accountability ratings of middle schools in Texas, and (b) determine whether there was a difference in student achievement between mobile and nonmobile students. The test revealed that a relationship existed between student mobility and the accountability ratings of middle schools in Texas. The findings of the study revealed a difference in student achievement for mobile and nonmobile students in both reading and mathematics. Nonmobile students scored higher on TAKS Reading and Mathematics than their mobile counterparts when controlling for socioeconomic and at-risk classifications. This study confirmed that student mobility is an important factor when evaluating student performance and a school's accountability rating. Findings of this study support the exclusion of the student performance data of mobile students from the campus and district accountability standards, regardless of when that move occurred. The findings of this study would also suggest that a more appropriate measure for campus and district performance for highly mobile student populations would provide information about student achievement over time, measuring student performance on one or more assessments from year to year rather than a once-a-year high stakes assessment.
Author: Zulema Caudillo Mazloom
Publisher:
ISBN:
Category : Educational tests and measurements
Languages : en
Pages : 130
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Author:
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 31
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Book Description
Author: Larry G. Daniel
Publisher: IAP
ISBN: 1641133880
Category : Education
Languages : en
Pages : 121
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Book Description
Middle Grades Research Journal (MGRJ) is a refereed, peer reviewed journal that publishes original studies providing both empirical and theoretical frameworks that focus on middle grades education. A variety of articles are published quarterly in March, June, September, and December of each volume year.
Author: Helen F. Ladd
Publisher: Routledge
ISBN: 1135863881
Category : Education
Languages : en
Pages : 786
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Book Description
Sponsored by the Association for Education Finance and Policy (AEFP), this groundbreaking new handbook assembles in one place the existing research-based knowledge in education finance and policy, thereby helping to define this evolving field of research and practice. It provides a readily available resource for anyone seriously involved in education finance and policy in the United States and around the world. The Handbook traces the evolution of the field from its initial focus on school inputs and the revenue sources used to finance these inputs to a focus on educational outcomes and the larger policies used to achieve them. It shows how the current decision-making context in school finance inevitably interacts with those of governance, accountability, equity, privatization, and other areas of education policy. Because a full understanding of the important contemporary issues requires input from a variety of perspectives, the Handbook draws on contributors from a variety of disciplines. While many of the chapters cover complex state-of-the-art empirical research, the authors explain key concepts in language that non-specialists can understand.
Author: Jason McCullough
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 138
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Book Description
This study examined the relationship between a district's percentage of instructional related expenditures and the district's percentage of students who met the standard on the Texas Assessment of Knowledge and Skills (TAKS) test taken for the 2004-2005 school year when controlling for the percentage of low socio-economic students, student size, and percentage of white students. The 971 districts that comprised the data set included only those districts in the state of Texas that contained at least one high school and were not a private or charter school district. The archival data was accessed as reported in each school's Academic Excellence Indicator System (AEIS) report cards and produced by the Texas Education Association (TEA). The data studied included the percentage of expenditures each school district expended for instructional purposes as defined by the National Center for Education Statistics and the percentage of students who met the standard on the TAKS test. The data were analyzed using descriptive and correlation statistics analysis to determine if there was a correlation between schools' instructional expenditures and student performance as measured by the Texas TAKS test. An analysis of the findings revealed that the percentage of instructional related expenditures had a very small positive correlation to the percentage of students meeting standard on TAKS, but that the percentage of low socio-economic students is a stronger predictor of student performance on the TAKS.
Author: Alan R. Sadovnik
Publisher: Routledge
ISBN: 113591687X
Category : Education
Languages : en
Pages : 466
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Book Description
This monumental collection presents the first-ever sociological analysis of the No Child Left Behind Act and its effects on children, teachers, parents, and schools. More importantly, these leading sociologists consider whether NLCB can or will accomplish its major goal: to eliminate the achievement gap by 2014. Based on theoretical and empirical research, the essays examine the history of federal educational policy and place NCLB in a larger sociological and historical context. Taking up a number of policy areas affected by the law—including accountability and assessment, curriculum and instruction, teacher quality, parental involvement, school choice and urban education—this book examines the effects of NCLB on different groups of students and schools and the ways in which school organization and structure affect achievement. No Child Left Behind concludes with a discussion of the important contributions of sociological research and sociological analysis integral to understanding the limits and possibilities of the law to reduce the achievement gap.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 534
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