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Author: Roger Lee Keaton (III)
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 161
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Book Description
The purpose of this applied study was to solve the problem of low standardized test scores in a remedial class for a middle school in southern Virginia and to formulate a solution to address the problem. The central research question that data collection attempted to answer was: How can the problem of low standardized test scores in a remedial math class be solved in a middle school in southern Virginia? Data were collected in three ways. First, interviews of teachers and administrators of the remedial math class, called Math Lab, were conducted. These interviews were transcribed and coded, with the codes collected into themes and then displayed visually. Second, an online discussion board was conducted with current and former teachers of Math Lab, school administrators, and classroom math teachers. Third, surveys of teachers and administrators with knowledge of Math Lab and how it impacted students were completed. The quantitative surveys were analyzed by finding descriptive statistics of the data. After reviewing all data sources, a solution to address the problem was created that included designing a curriculum for Math Lab, requiring communication between Math Lab teachers and general classroom math teachers, and professional development of the Math Lab teacher about teaching remedial classes.
Author: Roger Lee Keaton (III)
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 161
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Book Description
The purpose of this applied study was to solve the problem of low standardized test scores in a remedial class for a middle school in southern Virginia and to formulate a solution to address the problem. The central research question that data collection attempted to answer was: How can the problem of low standardized test scores in a remedial math class be solved in a middle school in southern Virginia? Data were collected in three ways. First, interviews of teachers and administrators of the remedial math class, called Math Lab, were conducted. These interviews were transcribed and coded, with the codes collected into themes and then displayed visually. Second, an online discussion board was conducted with current and former teachers of Math Lab, school administrators, and classroom math teachers. Third, surveys of teachers and administrators with knowledge of Math Lab and how it impacted students were completed. The quantitative surveys were analyzed by finding descriptive statistics of the data. After reviewing all data sources, a solution to address the problem was created that included designing a curriculum for Math Lab, requiring communication between Math Lab teachers and general classroom math teachers, and professional development of the Math Lab teacher about teaching remedial classes.
Author: Ron Kelley
Publisher: Lulu.com
ISBN: 0615196926
Category : Education
Languages : en
Pages : 86
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Book Description
Nationally acclaimed school principal and education consultant Dr. Ron Kelley provides information for educators and parents regarding how to increase scores on standardized tests and improve discipline management in schools
Author: Charles Moore
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 154
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Book Description
Educators are seeking ways to improve student academic achievement in math and to increase math standardized test scores because of the requirements of the reauthorization of the Elementary and Secondary Education Act, known as the No Child Left Behind Act (NCLB), Individuals with Disabilities Education Act (IDEA), and Race to the Top initiative (RTTT). One such intervention in middle school is a direct-instruction math program. This causal-comparative study examined the relationship between a direct-instruction math intervention and math achievement on standardized test scores of at-risk middle school students. This study compared the differences in the mean scale scores for at-risk middle-school students who received a direct-instruction math intervention and at-risk middle school students who did not receive a direct-instruction math intervention on the math subtest of the 2012 Georgia Criterion Referenced Competency Test, while using the 2011 scores as a control variable to control for previous math ability using a one-way between-groups analysis of covariate (ANCOVA) statistical test. Further, this study compared the relationship, by gender, between a direct-instruction math intervention and math achievement on standardized test scores. The data from the study suggests that the direct-instruction mathematic intervention did result in the intervention group having a significantly higher mean scale score on the 2012 mathematic subtest of the Georgia CRCT than the control group for both genders.
Author: Paul Bambrick-Santoyo
Publisher: John Wiley & Sons
ISBN: 0470548746
Category : Education
Languages : en
Pages : 336
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Book Description
Offers a practical guide for improving schools dramatically that will enable all students from all backgrounds to achieve at high levels. Includes assessment forms, an index, and a DVD.
Author: Alfie Kohn
Publisher: Heinemann Educational Books
ISBN:
Category : Education
Languages : en
Pages : 112
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Book Description
Kohn's central message is that standardized tests are "not a force of nature but a force of politics--and political decisions can be questioned, challenged, and ultimately reversed."
Author: Joseph L. Moran
Publisher:
ISBN:
Category : Educational tests and measurements
Languages : en
Pages : 174
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Book Description
The problem addressed in this dissertation is the low mathematics scores on state tests that leads to school districts having difficulty meeting overall student achievement requirements for accreditation purposes. The purpose of this study was to compare the progress on an interim common assessment of students who were enrolled in a MATH 180 remedial online course with the progress of those who were not enrolled in the course at a Midwest, suburban middle school. This dissertation was a culmination of research that involved the collection of quantitative data to measure the potential outcomes of one treatment. Three specific categories of students were identified to compare to the control group: gender, race, and socioeconomic status. If the data collected were found to be significant, online learning may serve as an asset for school districts struggling to maintain their accreditation. Further, a new approach that moved students along the continuum of learning at a faster pact than the traditional methods would also be beneficial not only for accreditation purposes but also for student success. The data collected were found to be inconclusive in two areas regarding the program's effectiveness to improve students' proficiency levels. Neither gender nor socioeconomic status (as measured by free/reduced lunch status) showed any significant difference from the general population; however, when considering race, Hispanic students did generate a mean score growth higher than those in the control group, indicating the program did have positive effects in this area. While online learning may prove to be an asset for school districts struggling to maintain their accreditation, and in this dissertation proved to be an asset for Hispanic students, the data ultimately did not support that being true for the intervention, MATH 180, with respect to gender and socioeconomic status in the school of study. Future studies may consider implementing other online learning platforms to support student learning as well as extending the duration of the study and the scope of the participants.
Author: George Rosato
Publisher:
ISBN: 9780679821090
Category : Education
Languages : en
Pages : 156
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Book Description
Presents tips for taking standardized tests and includes practice tests in reading, math and language arts.
Author: Lori Leigh Horne Wooley
Publisher:
ISBN:
Category : Educational tests and measurements
Languages : en
Pages : 103
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Book Description
This quantitative study emphasizes the effectiveness of a middle school learning environment on the Georgia Standardized Assessment (Georgia Milestone Assessment System - GMAS) in the subject of Math. The purpose of this quantitative study is to determine whether there is a difference in the 8th grade Math Georgia Milestone standardized testing scores (adjusted by the covariate) within the three types of middle schools: STEM, magnet and traditional middle schools. This quantitative research study compares the student achievement data of a large urban school system’s STEM school to those of a traditional middle school and magnet middle school in the subject of math in the progression from 7th to 8th grades. Approximately 200+ students’ scores from each school will be compared using an ANCOVA to determine the gains in Math. The results of the study showed that there was a significant difference in Math GMAS scores between traditional and STEM middle schools. There were no significant differences in Math GMAS scores between traditional and magnet middle schools or STEM and magnet middle schools. The STEM middle school was shown to have a higher increase in the GMAS Math standardized test scores over the two-year period than the other two types of schools. The results encourage the idea that STEM schools are more effective in teaching in the area of Math when compared to the other local middle schools. By utilizing similar teaching techniques, every student in every middle school can have the same learning experience.
Author: Sarah Goodelle Cogar Melton
Publisher:
ISBN:
Category : Fine arts
Languages : en
Pages : 80
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Book Description
This study examined the relationship among three groups of students using their growth scores within a remediation treatment for each of the last three years. In the school that was used in this study, students were pulled from fine arts programs for at least two grading periods in order to receive remediation due to low standardized test scores and/or low academic achievement on the end of the year Virginia Standards of Learning (SOL) mathematics test. This study used SOL math scores from eighth grade students from the 2007-2008, 2008-2009, and 2009-2010 school years and compared the relationship of growth scores among the three groups of students within each test year using an Analysis of Variance statistical analysis. It also examined the relationship among the three different remediated groups to compare treatments over the past three years using a ANOVA and a large sample Mann-Whitney U test. Finally it examined a sample of students who have been in remediation for all three years to analyze the long-term impact remediation has had on those students' growth scores using the Friedman test. The results of the ANOVA for the 2009-2010 school year presented a significant difference among the three groups of students. Upon further analysis, the researcher was able to identify the growth scores of the remediated students as the reason for that significance. The Mann Whitney U test pulled out further information in the comparison of the three remediated groups. The results supported the trend that was evident in the results of the first three ANOVA analysis. The results showed a large trend toward a significant difference between the first and third method of remediation and a trend toward significance between the first and second methods. The results of the Mann Whitney U test supported the idea that third method was the most effective approach to remediation. The Friedman Test results show improvement from one year to the next with the final year (2009-2010) as the most effective method on the growth scores of students.
Author: Victoria Bernhardt
Publisher: Routledge
ISBN: 1317922786
Category : Education
Languages : en
Pages : 467
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Book Description
This book helps you make sense of the data your school collects, including state student achievement results as well as other qualitative and quantitative data. Easy-to-use templates, tools, and examples are available on the accompanying downloadable resources.
