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Full-Text Articles in Education
The Impact Of Low, Moderate, And High Military Family Mobility School District Transfer Rates On Graduating Senior High School Dependents' Achievement And School Engagement, Jeffrey K. Rippe
Student Work
The results of this study suggest that there were no significant differences in the academic performance of military dependents' with low (n = 20), moderate (n = 20), and high (n = 20) mobility school district transfer rates compared to non-military control students (n = 20) before completing high school. The findings were not consistent with some past research on student mobility. The research school district takes the goal of the Interstate Compact, which is to replace the widely varying treatment of transitioning military students with a comprehensive approach that provides a uniform policy in every school …
Achievement, Engagement, And Behavior Outcomes Of At-Risk Youth Following Participation In A Required Ninth-Grade Academic Support Study Center Program, Jeffrey P. Wagner
Achievement, Engagement, And Behavior Outcomes Of At-Risk Youth Following Participation In A Required Ninth-Grade Academic Support Study Center Program, Jeffrey P. Wagner
Student Work
Overall, pretest-posttest results for achievement, behavior, and engagement for at-risk boys not eligible (n = 13) and eligible ( n = 9) for participation in the free or reduced price lunch program who completed a school-year long academic support study center program were not statistically different over time and end of school year for cumulative grade point average scores, pre-ACT scores for English, math, reading, science, and composite, total credits earned, and participation in school sponsored activities. However, at-risk boys eligible for participation in the free or reduced price lunch program had statistically significantly lower total posttest office referral …
Achievement And High School Completion Rates Of Hispanic Students With No English Language Skills Compared To Hispanic Students With Some English Language Skills Attending The Same High School In An Immigrant Responsive City, Joanne M. Garrison
Student Work
The purpose of the study was to determine achievement and high school completion rates of Hispanic students (n = 13) with no English language skills compared to Hispanic students (n = 11) with some English language skills attending the same high school in an immigrant responsive city. All students were in attendance in the research school district's high school, ninth-grade through 12th-grade. Entering ninth-grade pretest Las Links Assessment scores compared to the ending high school posttest English Language Development Assessment scores of immigrant high school students with no English Language skills enrolled in the research high school's English …
Do Declining Neighborhood Economic Conditions Trump Hoped For School Renovation Renewal Benefit?, John W. Hill
Do Declining Neighborhood Economic Conditions Trump Hoped For School Renovation Renewal Benefit?, John W. Hill
Educational Leadership Faculty Publications
The purpose of this study was to determine (a) individual student achievement, (b) teacher mobility rates, (c) perceptions of safety at school, and (d) student enrollment patterns, over time, in two recently renovated, same city, urban, No Child Left Behind compliant, Title I elementary school buildings located in close proximity neighborhoods one with improving the other with declining economic conditions. Achievement results indicated that fifth-grade students (n = 18) who attended a renovated school second-grade through fifth-grade in a neighborhood with improving economic conditions compared to fifth-grade students (n = 15) who attended a renovated school second-grade through fifth-grade in …
Achievement, Engagement, And Behavior Outcomes Of Youth At Risk Following A Pre- Eighth-Grade Summer Academic Enrichment Program And Participation In A School- Wide, School Year Long, Ownership, Mastery, And Grading Initiative, David K. Alati
Student Work
A significant difference was found for youth at risk who refused the pre-eighth-grade summer academic enrichment program pretest-posttest comparisons for total reading (t (19) = 2.05, p = .05 (one-tailed), d = 0.473 but not for reading vocabulary t (19) = 1.58, p = .07 (one-tailed), d = 0.351, and reading comprehension t (19) = 1.65, p = .06 (one-tailed), d = 0.392, also where all test scores were in the direction of improvement. No posttest-posttest Analysis of Variance difference was observed for between groups reading achievement test score comparisons. A pattern of significant language test score improvement was …
The Effect Of Explicitly Differentiated Reading Instruction Groups On Eighth-Grade Students’ Achievement, Behavior, And Engagement In A School Seeking To Reestablish Adequate Yearly Progress Benchmarks, Sean P. Dunphy
Student Work
The purpose of this study was to determine the effect of explicitly differentiated reading instruction groups on eighth-grade students' achievement, behavior, and engagement in a school seeking to reestablish adequate yearly progress benchmarks. The results of this study supported student participation in explicitly differentiated reading instruction groups. Because students in High Reading Ability (n = 25), Middle Reading Ability (n = 25), and Low Reading Ability (n = 25) groups maintained average to above average achievement test scores on several measures with commensurate classroom grade performance, and appropriate behavior and engagement to support school success during eighth grade, the results …
Effect Of A Career, Academic, Personal And Social Growth High School Transition Program Option On 9th-Grade Students' Achievement, Behavior, And Engagement, Tiffanie A. Gauchat
Effect Of A Career, Academic, Personal And Social Growth High School Transition Program Option On 9th-Grade Students' Achievement, Behavior, And Engagement, Tiffanie A. Gauchat
Student Work
The purpose of this study was to determine the effect of a career, academic, personal, and social high school transition program option on 9th-grade students' achievement, behavior, and engagement. Students in the career, academic, personal, and social group ( n = 30) and the comparison academic/elective course option programs group (n = 30) maintained average to above average achievement test scores and course grades, appropriately low levels of absence and tardy frequencies, and athletic, co-curricular, and extra-curricular school engagement participation suggesting school success during 9th-grade. Faced with social and emotional changes associated with adolescence and increased academic demands to …
The Effect Of An In-Class Behavioral Intervention Plus Differentiated Instruction Program On The Achievement And Behavior Outcomes Of Verbally Disruptive 8th-Grade Students With And Without Co-Occurring Reading Delimitations, David R. Lavender
Student Work
The purpose of the study was to determine the effect of an in-class behavioral intervention plus differentiated instruction program on the achievement and behavior outcomes of 8th-grade students with verbally disruptive behavior and co-occurring below grade level reading test scores compared to 8th-grade students with verbally disruptive behavior and grade level reading test scores. Statistically significantly improved posttest reading vocabulary and reading total Normal Curve Equivalent scores and between class tardy frequencies supported the use of an in-class behavioral intervention program that allowed students with verbally disruptive behavior and co-occurring below grade level reading test scores to reclaim themselves after …
The Effect Of Decreasing Enrollment Patterns In A Title I School Surrounded By Economic Decline On 5th-Grade Students’ Achievement, Behavior, Parent Involvement, And Teacher Mobility Rates, Carolyn L. Grice
Student Work
The purpose of this study was to determine the effect of decreasing enrollment patterns in a Title I school surrounded by economic decline on 5th-grade students' achievement, behavior, parent involvement, and teacher mobility rates compared to 5th-grade students' achievement, behavior, parent involvement, and teacher mobility rates in a nearby Title I elementary school surrounded by economic improvement and increasing enrollment patterns. Overall, results indicated that 5th-grade students at posttest in the increasing enrollment pattern school in a neighborhood of economic improvement had statistically significantly higher (a) Reading Total, (b) Math Total, and (c) Language Total mean achievement NCE scores compared …
The Effect Of A Back-To-Basics Core Academic Program Compared To A Traditional Academic Program On Participating 4th-Grade Students’ Achievement And Perceptions Of Life Skills, Paula A. Peal
Student Work
Study results indicate that 3rd-grade to 4th-grade same school Core Academy Program and Traditional Academic Program learning experiences resulted in numerical equipoise for norm referenced reading, math, social studies, and science test score results. Randomly assigned Core Academy Program students' ( n = 16) norm referenced language NCE posttest scores were statistically significantly greater following participation than the naturally formed group of students (n = 16) following participation in the Traditional Academic Program. Core Academy Program students' criterion referenced writing and math cutscores were also statistically greater at posttest. Finally, the teacher life skills perceptions awarded to students were …
The Effect Of A Rural High School Combination Supplemental Literacy Program On Emerging Readers’ Achievement, Engagement, And Behavior Outcomes, Mark L. Adler
Student Work
No abstract provided.
Evaluating The Achievement Outcomes Of 5th-Grade Students Following Their Enrollment In Federally-Funded, Inquiry- Based Classrooms To Determine Program Sustainability, Daniel L. Frazier
Evaluating The Achievement Outcomes Of 5th-Grade Students Following Their Enrollment In Federally-Funded, Inquiry- Based Classrooms To Determine Program Sustainability, Daniel L. Frazier
Student Work
The purpose of this study was to evaluate the achievement outcomes of 5th-grade students following their enrollment in federally funded inquiry-based classrooms compared to same school traditional education program students to determine the feasibility of inquiry-based program sustainability. The study analyzed achievement data of students in the inquiry-based Charter Education Program compared to achievement data of students in the Traditional Education Program to determine pretest-posttest achievement gain for students in both research arms and posttest-posttest intervention effectiveness. The inquiry-based Charter Education Program required students to utilize laptop computers rather than textbooks to research, analyze, write, and complete reports. The Traditional …
The Impact Of Two Middle School Grade Level Start Points, 5th-Grade And 7th-Grade, On Adolescents' 8th-Grade Achievement, Behavior, And High School Preparedness, Elizabeth W. Standish
The Impact Of Two Middle School Grade Level Start Points, 5th-Grade And 7th-Grade, On Adolescents' 8th-Grade Achievement, Behavior, And High School Preparedness, Elizabeth W. Standish
Student Work
The grade level at which an adolescent started middle school, 5th-grade (n = 40) or 7th-grade (n = 40) did not statistically significantly impact 8th-grade students' achievement, behavior or high school preparedness in this study. Regardless of middle school start points all 8th-grade students performed within the fourth to sixth stanines on a national norm-referenced test, solidly within the average range with mean core grade point averages ranging from a C+ (2.53) to a B (3.11). However, consistent with national findings all middle school start point groups demonstrated statistically significant declines in normal curve equivalences between pretest 5th-grade to posttest …