The (limited) Evidence Regarding Effects of Grade-span Configurations on Academic Achievement PDF Download
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Author: Theodore Coladarci
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 4
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Author: Theodore Coladarci
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 4
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Author: Theodore Coladarci
Publisher:
ISBN:
Category : Rural schools
Languages : en
Pages : 9
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Author: Theodore Coladarci
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 2
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Author: Theodore Coladarci
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 18
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Author: Theodore Coladarci
Publisher:
ISBN:
Category :
Languages : en
Pages :
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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: Mary Jane Dove
Publisher:
ISBN:
Category :
Languages : en
Pages : 216
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Author: Jeana Conley
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 120
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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:
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Author: Carolyn F. Fiaschetti
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 368
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