Author: Heather Beach Comer
Publisher:
ISBN:
Category : Promotion (School)
Languages : en
Pages : 74

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Author: Theodore Coladarci
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 4

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Author: Theodore Coladarci
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 2

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Author: Delonda Johnson
Publisher:
ISBN:
Category : Grading and marking (Students)
Languages : en
Pages : 160

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The purpose of this study was to determine if grade level configuration and student achievement in science, specifically fifth grade Science TAKS scores are related. This study utilized a causal comparative (ex post facto) design to determine if a consistent relationship existed between fifth grade students' success on the science TAKS at the elementary (K-5) level in comparison to fifth grade students' success on the science TAKS at the intermediate (5-6) level. Three elementary schools and six intermediate schools comprise the convenience sample for the study. The 2009 population of the schools consisted of 3,388 fifth grade students, all of whom took the fifth grade Science TAKS in April 2009. The data was collected by obtaining reports from the Texas Education Agency's Academic Excellence Indicator System (AEIS) containing the fifth grade Science TAKS scores from the elementary and intermediate campuses selected to participate in the study. TAKS Summary Reports were also obtained from the district data management system. The z test for two independent proportions was used to test the null hypothesis. A significant difference was found (z = 9.01, p

Author: Stacie Scott Nicholson
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 60

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This study was intended to provide professional educators with information regarding the effects of school transitions due to grade configuration on student achievement ... researchers agree that transitions from school to school regardless of the reason are detrimental to the learning process ... a total of 71 student achievement scores were considered for this study and no significant relationships were found. Directions for future research are discussed.

Author: Stacy Lancaster Starks
Publisher:
ISBN:
Category :
Languages : en
Pages :

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The purpose of this study was to determine if transitioning from elementary school to middle school has an effect on value added scores of sixth graders versus those with no transition. Additionally, the effect of school size on student gains was examined. Data for this study was from the 2012-2013 school year for 442 Tennessee public schools. There were 203 schools with transition and 239 with no transition. Multivariate analysis of variance was used to analyze the data. Significant interaction was seen between transition and percent minority (p = 0.002). These findings suggest transition had an effect on value added scores depending on whether or not the school had a high percentage of minority students. There was a significant interaction effect of low percent minority and high percent minority where transition was concerned on mathematics, with those schools with a high percentage of minority that did not transition scoring significantly higher than all other combinations. There was also a significant interaction effect between low percent minority and high percent minority where transition was concerned on reading, with those schools with a high percentage of minority that did not transition scoring higher than all other combinations. These results suggest that students in schools with high percentages of minorities perform better when there is no transition than their transitioning counterparts. It lends support to the body of research that suggests K-8, or at least a transition after 6th grade, may be a better model where student achievement is concerned. School size was not significantly related to achievement gains. The middle school concept has the potential to address the academic and emotional concerns of middle school aged children when it is implemented in its full form (Weiss & Kipnes, 2006). However, since the middle school concept is just that, a concept, it would seem that the best combination for student achievement may be to implement the middle school concept into the K-8 environment, giving students more of a sense of community, self-esteem, and ownership of their school and grades. This could also potentially lessen the White to Black gap in math and reading achievement.

Author: Theodore Coladarci
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 1

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Author: Tawayna L. Bell
Publisher:
ISBN:
Category : Grading and marking (Students)
Languages : en
Pages : 316

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When school districts determine grade configurations of their schools, traditionally academic achievement is not their focus. Instead, most grade configurations are based on student growth, existing facility capacity, and transportation requirements. Since school ratings are based on students' academic achievement, districts should be aware if they are minimizing their students' achievement by placing them in schools with ineffective grade configurations. This study evaluates the affect grade configuration has on fifth and sixth grade reading and mathematics achievement. State assessment results for schools of various grade configurations containing fifth and sixth grade levels were analyzed. Data were collected from years 2005 and 2006. The results between the two years varied. In 2005, there was a significant difference in mathematics achievement but not reading achievement. In 2006, there was a significant difference in reading achievement but not mathematics achievement. Further research is needed to determine the cause of the variance.

Author: Theodore Coladarci
Publisher:
ISBN:
Category :
Languages : en
Pages :

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Author: Theodore Coladarci
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 18

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