The Effects of Teaching Test-taking Skills Prior to the Texas Assessment of Knowledge and Skills PDF Download
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Author: Zulema Caudillo Mazloom
Publisher:
ISBN:
Category : Educational tests and measurements
Languages : en
Pages : 130
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Author: Zulema Caudillo Mazloom
Publisher:
ISBN:
Category : Educational tests and measurements
Languages : en
Pages : 130
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Author: Araceli Hurtado
Publisher:
ISBN:
Category :
Languages : en
Pages : 136
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Author: Nancy Lynn McNeal
Publisher:
ISBN:
Category : Educational tests and measurements
Languages : en
Pages : 294
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Author: Ray Alvarez
Publisher:
ISBN:
Category :
Languages : en
Pages : 100
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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: Nora D. Barron
Publisher:
ISBN:
Category :
Languages : en
Pages : 50
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Author:
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ISBN:
Category : Education
Languages : en
Pages : 332
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Author:
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Category : Academic achievement
Languages : en
Pages : 31
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Author: Christina Gomez
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages :
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This study focused on teacher effectiveness. This research investigation attempted to determine if a teacher's perceived ability to teach the Texas Essential Knowledge and Skills (TEKS) affected student achievement as measured on the State of Texas Assessments of Academic Readiness (STAAR) for third and fourth grade reading and math. By examining teachers' perceptions regarding their perceived preparedness to teach the TEKS and achievement of their students as measured on STAAR, school leaders can design a script for academic interventions. Significant numbers of economically disadvantaged students have low academic achievement in reading and math performance as measured by state assessments, such as the STAAR. Research participants in this study were limited to one elementary school located in a large urban school district in Southeast Texas. Descriptive statistics were used to analyze archival data of the 2012-2013 third and fourth grade STAAR math and reading results by investigating whether teacher perceptions affected student achievement. A quantitative method was utilized to see if patterns existed between teacher perceptions of their perceived preparedness to teach the TEKS with the achievement of their students on STAAR. A qualitative method was used to document the responses to interview questions that third and fourth grade teachers reported regarding their perceptions of the TEKS and its affect on their students' achievement. By gaining a better understanding of teacher perceptions, school leaders may support student learning by first supporting teacher learning. In addition to supporting teacher and student growth through data-driven professional development activities, this research may also have implications for measuring the effectiveness of school leaders, teacher education programs, and mentor programs. In this study, the professional development, ongoing teacher support and the many other continuous interventions affected the overall results of the study, and therefore this study was inconclusive and the researcher is unable to determine if teacher perceptions of the Student Expectations impact student achievement.
Author: Edward Fuller
Publisher:
ISBN:
Category : Educational tests and measurements
Languages : en
Pages : 41
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Author: Lorrie A. Shepard
Publisher:
ISBN:
Category : Competency-based educational tests
Languages : en
Pages : 28
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