Education Commons^™

Using Social Emotional Data For School Improvement: A Case Study Of Goochland County's Use Of The Gallup Student Poll, David Naff, Jesse Senechal

MERC Publications

This case study presents a profile of a school division, Goochland County Public Schools in Virginia, that has not only recognized the value of measuring student social emotional development, but has become a regional leader in the effective use of student social emotional measures for guiding practice as well as broader school improvement processes. The case study, which focuses on Goochland County's use of data from the Gallup Student Poll (GSP) over the past several years, is based on a series of interviews with principals and school leaders conducted during the spring of 2015. The case study includes an overview …

Rethinking School Improvement: The Case For Networked Improvement Communities, Jesse Senechal

MERC Publications

The question of why school improvement efforts have not been as effective as we would hope is a complicated one that could be addressed from a number of perspectives. The purpose of this paper is to explore some of the underlying problems that prevent current school reform effort from achieving sustained impact, and to describe a promising model of school improvement, called the Networked Improvement Community (NIC). The NIC model – which has just started gaining traction in the world of K-12 school reform – establishes small inquiry groups within organizations to engage in cycles of improvement that involve implementing …

Innovating The 21st Century: Developing A Mobile App To Collect Student Service Activities To Assess Impact, Jennifer Jettner

Division of Community Engagement Resources

No abstract provided.

Circle Center Adult Day Services, Lindsey Naylor

Division of Community Engagement Resources

This presentation produced by Lindsay Naylor, student at Virginia Commonwealth University, reflects on her experience in a service-learning course.

My Service Learning Experience, Destiny Brazeal

Division of Community Engagement Resources

This presentation produced by Destiny Brazeal, student at Virginia Commonwealth University, reflects on her experience in a service-learning course.

Middle Level Learning: Compendium Of Research And Best Practice, Jesse Senechal, Jk Stringer

MERC Publications

Young adolescence is a time of important transition. It is a time when youth strive to define themselves as individuals while at the same time establishing their relationship within social groups. It is a developmental period characterized by curiosity and exploration. From a certain perspective, these qualities of young adolescents seem to be a good match for school settings. Schools might offer the social spaces for establishing individual and group identity and the academic space that harnesses curiosity and allows youth to find direction as they move toward high school, college and career.

And yet, middle grades education – that …

An Examination Of Project Based Learning At The Secondary Level: A Review Of Literature, Candace Mirabile

MERC Publications

Project based learning (PBL) is a pedagogical approach designed to capture student interest by integrating a contemporary and relevant problem or issue with content standards. The expectation is that students who have not been successful under traditional teacher‐ centered/ lecture‐oriented instruction will be taken in by the opportunity to investigate a topic of personal interest using PBL. Moreover, some say that when constructivist learning (upon which PBL is based) is designed to reflect contemporary research methods and design protocols, students will be better prepared for the 21st century workplace (Apedoe, Reynolds, Ellefson & Schunn, 2008; Bell, 2010; Technology Assistance Program, …

Teacher Evaluation: Artifacts That Document How The Work Of The Teacher Results In Student Academic Progress, Heather J. Bumgarner, Kristina Anthony

MERC Publications

Developed by the Virginia Department of Education, the Virginia Standards for the Professional Practice of Teachers (2011) includes seven teacher performance standards that define what teachers should know and be able to do. The seven performance standards cover professional knowledge, instructional planning, instructional delivery, assessment of and for student learning, learning environment, professionalism, and student academic progress. The Code of Virginia requires that teacher evaluation systems be consistent with the performance standards, and thus the Virginia Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers (Guidelines) (2011), which becomes effective July 1, 2012, serves as a guide for school …

Upper Classmen's Valuation Of Their Roles As Mentors To New Ninth Graders: A Case Study In A Diverse Suburban High School, Naeemah Rodriguez

Theses and Dissertations

This study was conducted to obtain information about a mentoring program through the eyes of eleventh and twelfth grade student mentors. These students were able to tell what needed to be known about the strengths and weaknesses of this mentoring program and what they felt needed to be done to make the program more effective and meaningful. This study will serve to inform school leaders who may be planning a peer mentoring program at an educational institution.

Indicators, Trends And Promising Interventions In Dropout Prevention: A Review Of Literature, Donna J. Dockery, Risha Berry

MERC Publications

The focus of this review of literature is dropout prevention and promoting retention of students at the secondary level. Brief background information is presented summarizing the history and current state of dropouts in the United States, including graduation and dropout rates and how these rates are calculated. Several of the most significant factors associated with students who dropout are described, in order to assist schools identify students who may be at risk for dropping out. Current trends in dropout research are reviewed, as well as recommended interventions.

Formative Assessment Practices With Benchmark Testing: Phase I, Lisa Abrams, Angela P. Wetzel, James H. Mcmillan

MERC Publications

The recent popularity of benchmark testing has become closely tied to formative assessment. Formative assessment has traditionally focused on a process in which evidence elicited from classroom assessments is used to provide feedback to students and inform instructional correctives (McMillan, 2007: 2010, Popham, 2008). However, accountability demands have led to widespread implementation of benchmark, interim, periodic, or quarterly testing at the school or district level that is often labeled “formative.” Indeed, some in the testing industry believe that benchmark testing is formative assessment. For example, the definition of benchmark testing by the Regional Education Laboratory Mid-Atlantic is that “a benchmark …

An Evaluation Of Program And Personnel Preparation Needs For Students With Autism Spectrum Disorders, Maureen A. Conroy, Carol Schall, Joy Engstrom

MERC Publications

The overall purpose of this project was to conduct a program evaluation of services provided to students with Autism Spectrum Disorders (ASD) across all school divisions within the Metropolitan Educational Research Consortium (MERC). Two phases of the project occurred between the spring of 2007 and fall of 2009. During the first phase, the MERC Policy and Planning Council identified Autism Spectrum Disorders as an area to target for investigation. A MERC Autism Study Team was formed with representatives from all school divisions within the Metropolitan Educational Research Consortium (MERC). After several meetings, the Autism Study Team identified the need for …

Differentiated Instruction: A Review Of Literature, Whitney Sherman

MERC Publications

Differentiated instruction is recognized to be a compilation of many theories and practices related to effective teaching and its link to student achievement. It requires a departure from traditional methods of teaching and the belief that learners vary according to readiness, ability, motivation, and interest. While numerous testimonials, examples of differentiation in practice, and for profit tools abound in the literature, little empirical research exists warranting future research on the effectiveness of differentiated instruction as measured by student achievement on assessment. This manuscript provides a review of the literature.

The Relationship Between Classroom Assessment Practices And Student Motivation And Engagement, Kathleen M. Cauley, Lisa Abrams, Gina Pannozzo, James H. Mcmillan, Jessica Hearn

MERC Publications

Assessment is becoming increasingly important in classrooms as school systems respond to federal and state testing mandates. The increasing emphasis on assessment surely impacts student outcomes such as engagement and motivation, and ultimately achievement. While it is clear that classroom assessment is receiving more attention as a critical component of teaching that directly affects student learning, there is still a lack of systematic research that addresses many classroom assessment issues. There is some evidence that effective formative assessment enhances achievement (Black & Williams 1998), and that certain grading practices result in greater student motivation and achievement (Brookhart, 2004b). However, researchers …

Alignment Of District Assessments With The Virginia Standards Of Learning (Sol), Joan A. Rhodes

MERC Publications

Parents, teachers, and school administrators all have one common goal — student success. Teachers have been trusted to impart knowledge to students, while hopefully fostering a love of learning, then assessing how much the students know. Assessment in the classroom, whether informal, formative, or summative, has been the major source of identifying students strengths and weaknesses. Today, there is increased pressure on teachers to ensure they are accountable for what they do in the classroom. Within the educational system, students’ success has been measured inconsistently from state-to-state, district-to-district, and even classroom-to-classroom. In this age of accountability, national and state standards …

Instructional Strategies To Increase Motivation, Close The Achievement Gap, And Help Students Reach Their Potential: A Review Of Literature, Nora Alder, Susan P. Mckelvey

MERC Publications

Closing the achievement gap between African, Native, and Hispanic American and their European and Asian American counterparts has been a concern for decades. Recently, the persistence of this issue has become more pressing due to several factors. First, high stakes accountability testing places demands on students to demonstrate mastery of material across disciplines in order to successfully complete high school. Second, some states have already reported an increase dropout rate when students feel that they cannot pass the tests or will be retained in their grade level (Clark, et al., 2000). Third, the society’s economic structure in the new millennium …

The Relationship Between Classroom Assessment Practices And Student Motivation And Engagement: A Literature Review, Kathleen M. Cauley, Gina Pannanzzo, Lisa Abrams, James H. Mcmillan

MERC Publications

Assessment is becoming increasingly important in classrooms as school systems respond to federal and state testing mandates. The increasing emphasis on assessment surely impacts student outcomes such as engagement and motivation, and ultimately achievement. While it is clear that classroom assessment is receiving more attention as a critical component of teaching that directly affects student learning, there is still a lack of systematic research that addresses many classroom assessment issues. There is some evidence that effective formative assessment enhances achievement (Black & William, 1998) and that curtain grading practices result in greater student motivation and achievement (Brookhart, 2004b). However, researchers …

The Relationship Between The Virginia Standards Of Learning Tests And The New Psat/Nmsqt, Susan P. Mckelvey

Theses and Dissertations

This study examined the relationships between the SOL End-of-Course Reading and Writing tests and the new PSAT/NMSQT Verbal and Writing tests. The PSAT/NMSQT Writing tests were administered for the first time in October 2004. Two linear regression analyses were utilized, with PSAT/NMSQT Verbal and writing scores, gender, race, and special education as the independent variables, and SOL End-of-Course Reading and Writing scores as the dependent variables. Additionally, two logistic regression analyses were employed with the same variables to predict whether or not a student would pass the SOL End-of-Course Reading and Writing tests. Results indicated that the PSAT/NMSQT Verbal and …

Effectiveness Of Instructional Strategies To Enhance The Reading Achievement Of At-Risk Students, Leila Christenbury

MERC Publications

Certainly researchers and teachers are in agreement regarding the components that are needed to read successfully and have a good idea of the skills that proficient readers consistently use. When children or older students are not able to read well or fluently or to comprehend their reading, the specific intervention strategies – and their duration and intensity – to bring those readers up to skill level remains an area of serious debate. This report will attempt to provide some background regarding that controversy and to look at selected recent research and its implications.

High Stakes Testing And Students With Learning Disabilities: Factors Of Passing And Failing The Virginia Standards Of Learning Tests, Paul J. Gerber

MERC Publications

In the era of high stakes testing there are questions about the performance of students with learning disabilities. Passing or failing the Standards of Learning (SOL) tests in Virginia Can be the difference between ultimately obtaining a regular diploma, modified diploma, or a certificate of completion. This study analyzed the performance of middle school students with learning disabilities to ascertain why some students passed the Virginia SOL tests and others failed. Student failure was attributed to two main trends in the data. First, was a significant pattern of inconsistency in program planning. Second, was a systemic set of problems in …

The Need For Arts Education And Alternative Assessment In Light Of The No Child Left Behind Act Of 2001, Michelle A. Labbe

Theses and Dissertations

Due to increasing teacher accountability and standardized test score requirements attributed to the No Child Left Behind Act of 2001, this essay examines research of the positive influences of arts education on student academic achievement and social growth. Howard Gardner's Multiple Intelligences Theory and brain research, such as that of Eric Jensen, suggest the necessity for various types of instruction and assessment to ensure that all students' learning needs are met; and to maximize the potential for intellectual growth in each student. Harvard University's Project Zero programs: Artful Thinking, Art Works for Schools, and Arts PROPEL are examined. A+ Schools …

Research-Based Practices As A Protective Factor For Students At-Risk For Academic Failure, Kevin Sutherland, Donna Jovanovich

MERC Publications

Increasing pressure on teachers and administrators due to high-stakes testing has led to increased risk to our most vulnerable population, those students who arrive at school without the prerequisite skills necessary to successfully participate in the academic climate of the classroom. Unfortunately, given the large range of ability levels often present even in early elementary school, teachers face enormous challenges in meeting the needs of all their students. Further, due to the challenges inherent in teaching low-achieving students, and the ensuing classroom behavior problems often presented by these students, teachers may be conditioned to avoid interacting with these students, particularly …

Teachers' Use Of High-Stakes Test Results To Improve Instruction: A Review Of Literature, James H. Mcmillan, Susan P. Mckelvey

MERC Publications

Across the United States many school districts and state departments of education have embraced high-stakes testing for their public schools and students. This has led to widespread school reform since many students have not reached the standards that the states and/or districts have set. Teachers increasingly focus on making sure that their students have enough knowledge to pass these tests, and some states and districts have made passing scores a requirement for graduation. Many states and districts have invested considerable time aligning their standardized tests with the objectives of the curriculum.

One of the consequences of high-stakes testing is that …

Stories Of Student Success In Title I Elementary Schools, Rachel Mccay, Rachel Savage

MERC Publications

The purpose of this study was to examine factors present in schools with students who performed higher or demonstrated greater improvement on SOL(Standards of Learning) tests that might have been expected based on student demographics. The study identified factors present in these schools that contributed to their success. The study examined four Title I elementary schools, including three designated as high achieving and one as low achieving for purposes of comparison. The study was initially designed to examine equal numbers of schools representing each phenomenon (high and low achieving); however, the perceived pressure associated with state and local reform efforts …

Why Students Leave School: A Review Of Literature, Joseph R. Boyle, Tara Anderson

MERC Publications

This review of the literature is an analysis of research concerning students who drop out of school. The review will present an overview of the prevalence of the problem, common characteristics of students who are at-risk for dropping out, why students drop out, how students drop out, drop-out prevention programs, and implications of research on future prevention programs.

Approximately five out of every 100 young adults enrolled in high school in 1997 dropped out of school before October 1998 without successfully completing a high school program (National Center for Education Statistics, 1999). Over the past decade, 300 to 500 thousand …

Alternative High School Scheduling: A View From The Student's Desk, John Pisapia, Amy Lynn Westfall

MERC Publications

In 1995, the Metropolitan Educational Research Consortium (MERC) commissioned a study of alternative high school schedules to determine their effects on teaching strategies, teacher and student satisfaction, and student and school performance. This paper presents the results of the analysis of teacher surveys and focus group interviews in twelve high schools utilizing different scheduling alternatives.