The Impact of Grade Span Configuration on Student Achievement in Springfield City Schools PDF Download
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Author: Stacie Scott Nicholson
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 60
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Book Description
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: Stacie Scott Nicholson
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 60
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Book Description
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: Theodore Coladarci
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 4
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Author: Pauline F. Anderson
Publisher:
ISBN:
Category :
Languages : en
Pages : 439
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Book Description
Abstract :The grade-span configuration of a school district determines the number of school-to-school transitions students experience; a review of the literature concludes that these factors may have an impact on students' sense of belonging, the continuity of curriculum and instruction, and student academic achievement. This study derived input from the stakeholders of the school district: students, parents/guardians, faculty members, guidance counselors, principals, and curriculum directors and supervisors. In addition, a review of student assessment scores determined the impact on student academic achievement. A focus on students' sense of belonging determined that, although the adults believe that students are safe, happy and comfortable attending their schools, students themselves stated that they are more likely to be proud to belong to their schools if they are active in sports or other extracurricular activities. Students believe that their teachers are friendly and respectful, but students do not feel especially close to the educators in their schools. Students are provided assistance before, during and following each school-to-school transition, but still experience an adjustment period following a transition into a new school. In addition, students report feeling a sense of belonging to the entire district rather than to any school in particular. A focus on the continuity of curriculum and instruction determined that faculty members are not fully aware of the curriculum of the grade before and/or after the one which they teach, and that articulation time between grade levels and schools is minimal. The lack of communication between schools and restricted opportunities for vertical articulation are creating excessive reteaching of material and a lack of continuity in students' instructional programs. The faculty members also report that the students are not always ready for their new grade levels and that they must reteach material and spend time helping students become more comfortable in their new school settings. A focus on students' academic achievement determined that faculty members believe that although their students leave their classrooms ready for the next grade level, students are not arriving to their classrooms ready. An analysis of the standardized test scores demonstrated a drop in academic achievement following each school-to-school transition.
Author: Theodore Coladarci
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 1
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Author: Jeana Conley
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 120
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Book Description
Social factors surrounding critical transition periods, school and class size, and grade configuration at the elementary level greatly impact current and future student performance. The expectation is that all of these factors are standard among schools, but in reality, every school is different; therefore, the potential for inconsistent quality of learning exists. This causal-comparative study explored the difference etween school size, grade span configuration, and transitions associated with a district’s seven elementary feeder schools in a small county in rural Western North Carolina. Differences in student performance, in both reading and math, at the elementary, middle, and high school level, as well as graduation rates, were examined for ties to the identified feeder school. The elements of teacher quality, teacher turnover, and principal turnover were explored as potential variables in student performance. An ex-post facto statistical analysis utilizing t-tests provided an exploration of feeder school characteristics and which feeder schools are more likely to produce successful academic achievement and graduation from high school. The data analysis revealed no statistically significant difference among students who experienced fewer transitions in their school career in regard to reading performance. However, the students who attended a Pre-K through grade eight school had higher mean scores in math than the students who attended a Pre-K through grade five school. Although no statistically significant difference was found between the school configuration and successful graduation, it was noted that students who did not attend any elementary school in the district had a much higher dropout rate.
Author: James J. DelViscio
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 231
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Author: Kai Hong
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Recently, there has been a move towards K-8 schools as opposed to separate elementary and middle schools, especially among urban districts. In this paper, we examine the effect of enrollment in separate elementary and middle schools relative to enrollment in a K-8 school using longitudinal data from an anonymous district in the United States. The choice to enroll in a K-8 or separate elementary and middle schools is potentially endogenous. While previous research has taken steps to address the possible endogeneity when estimating the effects for separate middle schools, previous research has not addressed the possible endogeneity when examining the effect at the elementary level. Without generating an unbiased estimate during the elementary grades, we cannot fully understand the impact of policies that have shifted the grade arrangement of separate elementary and middle schools to K-8 schools. In this paper, we employ a research design that leverages the fact that the anonymous district closed several schools and rezoned their students to other schools with new boundaries. We compare students on the side of the new boundaries who are assigned to a separate middle or elementary school to students on the other side of the new boundaries who are assigned to a K-8 school. When taking into the consideration the effect at the elementary level, our results are much less supportive of a K-8 policy than previous research.
Author: Theodore Coladarci
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 18
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Author: Mary Jane Dove
Publisher:
ISBN:
Category :
Languages : en
Pages : 216
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Author: Carolyn F. Fiaschetti
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 368
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