Author: Theodore Coladarci
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 4
Book Description
The (limited) Evidence Regarding Effects of Grade-span Configurations on Academic Achievement
Author: Theodore Coladarci
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 4
Book Description
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 4
Book Description
The (limited) Evidence Regarding Effects of Grade-span Configurations on Academic Achievement
Author: Theodore Coladarci
Publisher:
ISBN:
Category : Rural schools
Languages : en
Pages : 9
Book Description
Publisher:
ISBN:
Category : Rural schools
Languages : en
Pages : 9
Book Description
The (limited) Evidence Regarding Effects of Grade-span Configurations on Academic Achievement
Author: Theodore Coladarci
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 2
Book Description
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 2
Book Description
Grade-span Configurations
Author: Theodore Coladarci
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 18
Book Description
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 18
Book Description
The (limited) Evidence Regarding Effects of Grade-span Configurations on Academic Achievement :.
Author: Theodore Coladarci
Publisher:
ISBN:
Category :
Languages : en
Pages :
Book Description
Publisher:
ISBN:
Category :
Languages : en
Pages :
Book Description
The Impact of Grade Span Configuration on Student Achievement in Springfield City Schools
Author: Stacie Scott Nicholson
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 60
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.
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 60
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.
The Relationship Between Grade Span Configuration and Academic Achievement
Author: Mary Jane Dove
Publisher:
ISBN:
Category :
Languages : en
Pages : 216
Book Description
Publisher:
ISBN:
Category :
Languages : en
Pages : 216
Book Description
The Effect of Elementary and Middle School Grade Span and Transition on Student Achievement and Graduation
Author: Jeana Conley
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 120
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.
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 120
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.
The (Limited) Evidence Regarding Effects of Grade-Span Configurations Etc., ERIC Digest, EDO-RC-02-2, August 2002
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages :
Book Description
Publisher:
ISBN:
Category :
Languages : en
Pages :
Book Description
Differences in Academic Achievement by Grade Span Configuration
Author: Carolyn F. Fiaschetti
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 368
Book Description
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 368
Book Description