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Full-Text Articles in Education
Predicting Teacher Value-Added Results In Non-Tested Subjects Based On Confounding Variables: A Multinomial Logistic Regression, Nathan Street
Predicting Teacher Value-Added Results In Non-Tested Subjects Based On Confounding Variables: A Multinomial Logistic Regression, Nathan Street
Doctoral Dissertations and Projects
Teacher value-added measures (VAM) are designed to provide information regarding teachers’ causal impact on the academic growth of students while controlling for exogenous variables. While some researchers contend VAMs successfully and authentically measure teacher causality on learning, others suggest VAMs cannot adequately control for exogenous influences on the classroom. Furthermore, because VAMs are primarily connected to student performance on standardized, high-stakes exams and those exams are resoundingly considered to be inadequate measures of true student learning, educators and educational leaders assert VAM results are moot. The purpose of this study was to consider the potential for student background, teacher preparation, …
Grade Retention Rates: Impact Of Standards-Based Grading As Compared To A Traditional Grading System In 3rd And 5th Grades, Mishea Dean
Doctoral Dissertations and Projects
Student retention is a contentious issue that has spawned considerable debate among school leaders and policymakers. NCLB's accountability requirement has led to the development of a standards-based grading system to ensure students master content and so schools can meet AYP goals. This causal comparative study examined whether a change from a traditional grading system to a standards-based system affected the student retention frequency rate. Convenience sampling was used to collect retention data on third and fifth grade students who attended four Title 1 schools in northeast Georgia during the 2007-08 and 2008-09 school years when the grading system changed. A …