Author: Kerrville Independent School District
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages :
Book Description
Academic Excellence Indicator System (AEIS) Report, 2004-2005
Author: Kerrville Independent School District
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages :
Book Description
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages :
Book Description
Academic Excellence Indicator System (AEIS) Report, 2006-2007
Author: Kerrville Independent School District
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages :
Book Description
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages :
Book Description
Academic Excellence Indicator System (AEIS) Report, 2007-2008
Author: Kerrville Independent School District
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages :
Book Description
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages :
Book Description
Academic Excellence Indicator System (AEIS) District Report, 1992-93
Author: Lubbock Independent School District
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 682
Book Description
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 682
Book Description
Academic Excellence Indicator System (AEIS)
Author: Tuloso-Midway Independent School District
Publisher:
ISBN:
Category : Educational tests and measurements
Languages : en
Pages :
Book Description
Publisher:
ISBN:
Category : Educational tests and measurements
Languages : en
Pages :
Book Description
Academic Excellence Indicator System
Author: Pasadena Independent School District
Publisher:
ISBN:
Category : Competency based educational test
Languages : en
Pages :
Book Description
Publisher:
ISBN:
Category : Competency based educational test
Languages : en
Pages :
Book Description
BISD Academic Excellence Indicator System (AEIS) District Report
Author: Birdville Independent School District
Publisher:
ISBN:
Category : Educational indicators
Languages : en
Pages :
Book Description
Publisher:
ISBN:
Category : Educational indicators
Languages : en
Pages :
Book Description
An Analysis of District Per Pupil Expenditures on Selected Indicators of the Academic Excellence Indicator System (AEIS) in Texas Public Schools
Author: Rose Marie Cameron
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 210
Book Description
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 210
Book Description
Academic Excellence Indicator System
Author: TEXAS EDUCATION AGENCY.
Publisher:
ISBN:
Category :
Languages : en
Pages :
Book Description
Publisher:
ISBN:
Category :
Languages : en
Pages :
Book Description
The Relationship Between Vertical Teaming in Science and Student Achievement as Reported in the Academic Excellence Indicator System (AEIS) at Selected Public Schools in Bexar County, Texas
Author: Veronica Hernandez Arteaga
Publisher:
ISBN:
Category :
Languages : en
Pages :
Book Description
The purpose of this study was to examine the relationship between vertical teaming in science and student achievement. This study compared student achievement of campuses implementing vertical teaming with schools that do not practice vertical teaming. In addition, this study explored the relationship between selected demographic variables and vertical teaming using Grade 5 Science TAKS results in the Academic Excellence Indicator System (AEIS). Campus demographic variables such as economically disadvantaged, minority students, English language learners, student mobility, and experienced teachers were researched. A call-out yielded 168 responses. With the exclusion of the 12 campuses, a total of 156 participating campuses from 18 traditional school districts remained. Campuses employing vertical teaming were self-identified on the basis of having implemented the process for two or more years. The gain in percent mastered for Science TAKS scores from 2004 to 2007 was used as the Science TAKS score variable. Results indicated that there was no significant difference in student achievement in science for campuses practicing vertical teaming and campuses that did not. The twoway ANOVA was used to measure the relationship between the independent variables (vertical teaming and campus demographic variables) on the dependent variable (student achievement on Science TAKS). The results suggested that campuses having low percentages of economically disadvantaged students statistically gained more on the Science TAKS than campuses that have high percentages of economically disadvantaged students irrespective of vertical teaming practices. In addition, campuses that have low percentages of minority students statistically gained more on the Science TAKS than campuses that have high percentages of minority students despite vertical teaming participation. Recommendations include districts, state, and federal agencies providing campuses with a high percent of economically disadvantaged students with more resources and more flexibility in using those resources. Recommendations for further study included a replication of the study that takes into account the degree of implementation of vertical teaming.
Publisher:
ISBN:
Category :
Languages : en
Pages :
Book Description
The purpose of this study was to examine the relationship between vertical teaming in science and student achievement. This study compared student achievement of campuses implementing vertical teaming with schools that do not practice vertical teaming. In addition, this study explored the relationship between selected demographic variables and vertical teaming using Grade 5 Science TAKS results in the Academic Excellence Indicator System (AEIS). Campus demographic variables such as economically disadvantaged, minority students, English language learners, student mobility, and experienced teachers were researched. A call-out yielded 168 responses. With the exclusion of the 12 campuses, a total of 156 participating campuses from 18 traditional school districts remained. Campuses employing vertical teaming were self-identified on the basis of having implemented the process for two or more years. The gain in percent mastered for Science TAKS scores from 2004 to 2007 was used as the Science TAKS score variable. Results indicated that there was no significant difference in student achievement in science for campuses practicing vertical teaming and campuses that did not. The twoway ANOVA was used to measure the relationship between the independent variables (vertical teaming and campus demographic variables) on the dependent variable (student achievement on Science TAKS). The results suggested that campuses having low percentages of economically disadvantaged students statistically gained more on the Science TAKS than campuses that have high percentages of economically disadvantaged students irrespective of vertical teaming practices. In addition, campuses that have low percentages of minority students statistically gained more on the Science TAKS than campuses that have high percentages of minority students despite vertical teaming participation. Recommendations include districts, state, and federal agencies providing campuses with a high percent of economically disadvantaged students with more resources and more flexibility in using those resources. Recommendations for further study included a replication of the study that takes into account the degree of implementation of vertical teaming.