3 edition of The differential effects of schools on student achievement found in the catalog.
The differential effects of schools on student achievement
Written in English
|Statement||by Myra O"Regan.|
|The Physical Object|
|Pagination||x, 152 leaves.|
|Number of Pages||152|
families might moderate negative effects on student achievement. Therefore, nontraditional families were further categorized as either single-mother, single-father, blended, extended relative only, or other family types. Student achievement scores on the GHSGT were assessed with two different MANOVAs. Results indicated that there is no. Effective Instruction Overview. There currently is an abundant knowledge-base to inform us that in schools teachers play the critical role in student learning and achievement. Research reveals that how teachers instruct and these interactions with students is the .
Downloadable! Federal legislation currently holds institutions of higher education accountable for the quality of teachers that they produce. However research has yet to demonstrate that teacher preparation programs (TPPs) have differential effects on the quality of teachers they produce in terms of student achievement. This study uses data from a sample of 2, 5th grade math students in an. By focusing on the smaller time period between past achievement and current achievement rather than a student's entire life, this approach reduces the problems of estimating the effects of variables that might change over time (e.g., parents' jobs might change from year to Cited by:
on Understanding Science (TOUS). two locally constructed subject-matter achievement. tests, and an experimental designed semantic differential instrument to measure children's perceptions of science. The student population (43 boys and 49 girls) consisted of the entire fifth grade in the University of Chicago Laboratory School. A recent analysis conducted by Yeh () suggests that the observed effects of No Excuses charter schools on achievement are likely due to a “hoarding of a disproportionate share of the nation's limited pool of highly‐dedicated teachers, rather than gains that could be sustained when the programs are scaled up and implemented nationwide.
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In this article, the effects of secondary schools, teachers, and classes on mathematics achievement are explored. The results of multilevel analyses indicate important recruitment differences. effective than the other three, raising student achievement by student-level standard deviations of the grade-3 state standardized math test.
We also estimate positive effects of California Math relative to the other textbooks in higher elementary grades. The differential effect of California Math is educationally meaningful,File Size: KB. and fall of in California. Our findings indicate that one book, Houghton Mifflin’s California Math, is more effective than the other three, raising student achievement by to student-level standard deviations of the Grade 3 state stan-dardized math test.
I have now investigated the differential effects of MI instruction on student achievement as measured by the CAT/5 using multiple regression as the method of analysis (Anderson, Auquier, Hauck, Oakes, Vandaele, & Weisberg, ; Kleinbaum.
The differential effects of schools on student achievement book findings indicate that one book, Houghton Mifflin’s California Math, is more effective than the other three, raising student achievement by to student-level standard deviations of.
In he published a book called Visible Learning: A Synthesis of Over Meta-Analyses Relating to Achievement in which he did a meta-analysis of a lot of other meta-analyses and came up with a ranked list of the effects of teacher, teaching, and student influences on achievement (as seen here).
The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44 (5), – CrossRef Google ScholarCited by: 3. The Fuller School is one of the six elementary schools in Gloucester, Massachusetts, a small urban community known for shipbuilding and fishing.
Fuller students come from a wide range of socioeconomic backgrounds (from public housing facilities to affluent families) and a variety of ethnic groups (including Italian, Hispanic and Vietnamese).
With its diverse population, the Fuller School. The educational opportunities provided by textbooks in primary school might also affect student achievement in higher grades. The textbook effects on student achievement in the national test at the end of Grade 3 suggest, that students using certain books have advantages regarding attaining the National Educational Standards at the end of Grade by: 6.
Downloadable. Using data from a well-executed randomized experiment, we examine the effects of gender composition and peer achievement on high school students' outcomes in disadvantaged neighborhoods. Our results show that a higher proportion of female peers in the classroom improves girls' math test scores only in less advanced courses.
For male students, the estimated gender peer effects Cited by: 1. The results of the California Achievement Test/5 (CAT/5) given at grade 5 tended to show no differences between students in the MI and the traditional school program. Although no association between CAT/5 outcomes and the MI treatment were found, two report-card outcomes at the sixth grade-level--Math and Physical Education--and an interaction.
Of course, providing empirical evidence of differential curriculum effects on student achievement is just one step toward giving districts comprehensive information to inform textbook adoptions. The weight given to these results (and results from future, related studies) in the adoption process will depend on how decision makers value Cited by: 4.
The effect of motivation on student achievement was examined in this meta-analysis study. A total of research studies were collected during the literature review, out of which were included in the meta-analysis.
The research studies were compiled to obtain a sample size ofby: 2. Using quasi-experimental variation within schools across grades, I then estimate the differential effects of teacher layoffs on student achievement based on teacher seniority and effectiveness.
In this paper, I examine the implementation of a discretionary layoff policy in Charlotte Mecklenburg by: 7. 2/2 - This paper examines how the different forms of crime, violent and non-violent, affect the academic achievement of students scoring in the bottom 15% of standardized tests.
Though funding for violent crime prevention may be justified based on the significant. Differential educational achievement is a sociological term often given the notion that I do not agree with some of the functionalist views on education.
Many functionalists believe that individuals progress completely depends on what a person with an IQ and effort they apply to learning.
They also believe that society works in a meritocratic system: that people work for what they want, and. until we add controls for student demographics and prior achievement. This suggests that despite random assignment in the lotteries, treatment and control groups differ with respect to student characteristics that have an independent impact on achievement.
The most likely explanation is differential patterns of attrition among lottery winners andFile Size: KB. 4 vALue-Added And experimentAL StudieS of the effect of chArter SchooLS on Student Achievement This paper provides an up-to-date review of charter school studies that utilize either of these approaches—randomization based on lotteries, or taking into account a student’s past achievement through value-added modeling.
Previous math achievement, in its own right, was the most significant predictor of the outcome math scores (J3=t = ,/?. Improving measured, but not generalizable, achievement Strategic behavior Failure or inability to respond to incentives 5.
Evidence on Student Outcomes Differential effects of accountability Early versus late adopters of accountability Size and policy significance of the estimated effects Size: KB. Mertler () found differential effects in job satisfaction and motivation when examining gender, teach-er experience, age, and school setting.
Student Measures Evaluators used the Stanford Achievement Test – Version 10 (SAT10) to measure student achievement gains over the study period.A growing body of research suggests that inequitable distributions of qualified teachers are a major cause of the achievement gap. Recent studies have found that differential teacher effectiveness is an extremely strong determinant of differences in student learning, far outweighing the effects of differences in class size and by: which can significantly affect their own behavior in ways that impede academic achievement.
These negative teacher effects are estimated to account for % of the variance in student achievement.1 While the percentile is relatively small, the effects on individual students, especially minorities and low File Size: 2MB.