Education Commons^™

A Trauma Responsive Approach To Fostering Resilience, Addressing Equity Issues And Improving Student Wellness And Academic Success, Mark Harrington, Joe Thompson, Kimberly Witeck

National Youth Advocacy and Resilience Conference

We’ll start with our school’s motto, “Family, Love, Respect,” which is posted in nearly every hallway, office and gathering place in our school. We attempt to provide each student with a strong sense of each. Although ours is an alternative high school, filled with stories of trauma, neglect and despair, our students are resilient! With that in mind we have created a number of programs to encourage resilience, provide a healthy path forward, decrease student discipline, and foster student success. All of these programs, and the stories we share detailing what our students have overcome show just how resilient young …

Building Impactful Instructional Leadership Teams That Bolster Student Growth And Achievement, Jason Stamper, Shatavia Elder

National Youth Advocacy and Resilience Conference

Are you a K-12 educational leader and have been searching for that high leverage initiative that will thrust your student growth and achievement to the next level? After attending this session, you will leave with a clear blueprint for establishing and maintaining a strong Instructional Leadership Team focused on the right work and equipped for unprecedented student growth and achievement.

How Family Advocates Home-Visiting In A Midwestern Urban Area Describe The Impact Of Family Stress On Children’S Learning And Success In School, Virginia Lucio

School of Education and Leadership Student Capstone Theses and Dissertations

The purpose of this study was to examine Seven Out of School Factors common among the poor that significantly affect the health and learning opportunities of children. In depth interviews were employed to allow six Family Advocates to answer interview questions regarding their experiences in witnessing the the seven factors. Findings suggest that many children possess one or more of the factors which are related to a host of poverty-induced physical, sociological, and psychological problems that children often bring to school, ranging from neurological damage and attention disorders to excessive absenteeism, linguistic underdevelopment, and oppositional behavior. Implications for future research …

The Influence Of Socioeconomic, Parental And District Factors On The 2013 Mcas Grade 4 Language Arts And Mathematics Scores, Dale G. Caldwell

Seton Hall University Dissertations and Theses (ETDs)

This correlational, explanatory study utilized multiple linear and hierarchical regression to examine the predictive power of socioeconomic, parental and district factors on the total percentage of students who scored Proficient or Advanced Proficient on the 2013 MCAS Grade 4 language arts and mathematics test. The population for this study included 100% of the Massachusetts public school districts containing at least 25 valid MCAS Grade 4 language arts and mathematics test scores that were not regional or charter schools and had complete census data for the communities each district served. This study revealed that 74% of the 2013 MCAS Grade 4 …

The Impact Of Expertise And After-School Program Dosage On At-Risk Student Achievement, Heather E. Orman

Graduate Theses, Dissertations, and Capstones

After-school programs (ASPs) aimed at improving at-risk student achievement abound and receive considerable funding. Research provides some evidence that ASPs can improve reading and math achievement for at-risk students, although rigorous evaluation of the programs and outcomes is minimal. Specifically absent from current ASP literature is examination of dosage, in the form of hours of program attendance, and its impact on at-risk student achievement. ASP research; research on learning and time; and expertise theory indicate dosage rates that are too low and too high will not impact student achievement.

This study investigates the impact of after-school program dosage and expertise …

The Influence Of Chronic Absenteeism On Grade 6, Grade 7, And Grade 8 2014 New Jersey Assessment Of Skills And Knowledge, Cheryl A. Dunlap

Seton Hall University Dissertations and Theses (ETDs)

This cross-sectional, correlational, explanatory study aimed to explain what influence, if any, chronic absenteeism has on Grade 6, 7, and 8 English Language Arts (ELA) and Mathematics New Jersey Assessment of Skills and Knowledge (NJ ASK) performance, in the aggregate, when controlling for other influential student and school demographic variables. Student achievement scores on the Grade 6-8 ELA NJ ASK and Mathematics NJ ASK were analyzed separately. Analyses were conducted using simultaneous regression, hierarchical regression, and binary logistic regression models. All student data explored in this study pertained to 220 Grade 6-8 middle schools located in New Jersey during the …

Effect Of Racial Socialization And Racial Identity In Adolescent African American Males On Academic Achievement, Rasheema Pitt

College of Education and Human Sciences: Dissertations, Theses, and Student Research

This study examined possible influences of racial socialization and racial identity in minority’s academic achievement. Qualitative data sources (in-depth, personal interviews, focus groups, and a survey) were collected from 10 minority students and 8 administrators. In addition, a quantitative survey was used to supplement qualitative data. The researcher established her own set of questions for the interviews and focus groups. The pre-established measures used were the Does Your School Have High Expectations for All Students survey and the School Climate survey.

Thematic and theoretical analyses procedures were used to identify emerging themes and patterns, with particular attention to what minority …

Gender-Separate Education: The Effects On Student Achievement & Self-Esteem On Economically Disadvantaged Public Middle School Students In Philadelphia, Heather M. O'Neill, Allison Guerin

Business and Economics Faculty Publications

In 2003, three Philadelphia middle schools with similar demographics and failing student achievement levels were taken over by an educational management organization. Two were transformed into distinct single-sex academies within the original school buildings and a third remained coeducational. Students did not have the option where to attend, eliminating selection bias. Through funding from a Spencer Foundation grant, data was collected on 1,000 students for 2002-03 through 2004-05 to examine impacts of gender-segregation. We find students in single sex schools witness greater improvements in standardized test scores, with boys gaining the most, and no differences on Rosenberg’s Self-Esteem Scale.