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Articles 1 - 15 of 15
Full-Text Articles in Education
The Effect Of School District Consolidation On Student Achievement: Evidence From Arkansas, Josh B. Mcgee, Jonathan N. Mills, Jessica Goldstein
The Effect Of School District Consolidation On Student Achievement: Evidence From Arkansas, Josh B. Mcgee, Jonathan N. Mills, Jessica Goldstein
Arkansas Education Reports
School district consolidation is one of the most widespread education reforms of the last century, but surprisingly little research has directly investigated its effectiveness. To examine the impact of consolidation on student achievement, this study takes advantage of a policy that requires the consolidation of all Arkansas school districts with enrollment of fewer than 350 students for two consecutive school years. Using a regression discontinuity model, we find that consolidation has either null or small positive impacts on student achievement in math and English Language Arts (ELA). We do not find evidence that consolidation in Arkansas results in positive economies …
Commentary, Marjorie Siegel
Toward Meaningful Assessment: Lessons From Five First-Grade Classrooms, Laura Kates
Toward Meaningful Assessment: Lessons From Five First-Grade Classrooms, Laura Kates
Occasional Paper Series
A case study of six first grade teachers' responses to a performance assessment mandated in New York City Public Schools from 1998 to 2003.
Effect Of Class Size On Student Achievement In Secondary School, Christopher Eric Uhrain
Effect Of Class Size On Student Achievement In Secondary School, Christopher Eric Uhrain
Walden Dissertations and Doctoral Studies
The school board of a school district in South Carolina has proposed to increase class size in all schools due to mandatory budgetary reductions. However, at the secondary school level, the literature on the effect of larger class size on student achievement is conflicting. The theoretical framework by Lazear suggested that the minimization of negative externalities (i.e., problematic behavioral and academic characteristics of students) achieved through the mechanism of smaller class size impacts student learning. Reducing the number of students in a classroom alters the entire classroom environment, creating a more positive learning environment in which students are able to …
Children Are The Messengers: A Case Study Of Academic Success Through The Voices Of High-Achieving Low-Income Elementary Students, Stephen Howard Mccray
Children Are The Messengers: A Case Study Of Academic Success Through The Voices Of High-Achieving Low-Income Elementary Students, Stephen Howard Mccray
LMU/LLS Theses and Dissertations
For low-income minority and marginalized communities, American democracy’s educational mission remains unfulfilled. Student voices have provided insight into ways that schools disserve and serve students and how schools can improve in promoting academic achievement; however, academically successful low-income students’ voices—particularly those at the elementary school level—are largely excluded from the literature. Providing a platform for student voices, this qualitative, intrinsic critical case study explored six high achieving low-income students’ views of their academic success and how that success was achieved. Participants were six fifthgrade students, their parents, and teacher, in a school-wide Title I urban public school. Data were collected …
The Role Of Teacher Perceptions In Parental Involvement, Crecenra Boyd
The Role Of Teacher Perceptions In Parental Involvement, Crecenra Boyd
Walden Dissertations and Doctoral Studies
In the changing field of education, there is awareness of the benefits of parental involvement on student achievement and the impact teachers have on the success of parental involvement programs. However, teachers may rely significantly on their personal experiences as a source of reference for parental involvement and subsequently impact student achievement. There is a gap in the research about the lived experiences of teachers regarding their perspectives and support of parental involvement in the classroom. The purpose of this phenomenological study was to explore teachers' lived experiences and attitudes concerning parental involvement and student achievement. The conceptual framework for …
Can Virtual Schools Thrive In The Real World?, Yinying Wang, Janet R. Decker
Can Virtual Schools Thrive In The Real World?, Yinying Wang, Janet R. Decker
Educational Policy Studies Faculty Publications
Despite the relatively large number of students enrolled in Ohio’s virtual schools, it is unclear how virtual schools compare to their traditional school counterparts on measures of student achievement. To provide some insight, we compared the school performance from 2007-2011 at Ohio’s virtual and traditional schools. The results suggest that Ohio’s virtual schools have grown rapidly, but have also experienced much lower levels of school performance than traditional schools. In light of these findings, we discuss factors that may be contributing to the large number of low-performing virtual schools in Ohio. Considering the lack of sufficient evidence that Ohio’s virtual …
Teacher Characteristics On Student Achievement: An Examination Of High Schools In Ohio, Angela H. Rockstroh
Teacher Characteristics On Student Achievement: An Examination Of High Schools In Ohio, Angela H. Rockstroh
MPA/MPP/MPFM Capstone Projects
Teachers are the most important school-based factor in affecting student achievement levels. Knowing what teacher characteristics influence student achievement and whether or not schools in different locations have dissimilar student achievement levels will help administrators prioritize who to hire, retain, and assign to classes. The purpose of this paper is to answer two questions. The first question is whether teacher characteristics are related to student achievement; the second is whether there are differences in student achievement based on school location. A review of teacher quality, teacher incentives, teacher background, the ability of a school to attract teachers, and differences in …
Analyzing The 2011 Naep Results: Where Does Arkansas Stand Now?, Misty Newcomb, Gary Ritter
Analyzing The 2011 Naep Results: Where Does Arkansas Stand Now?, Misty Newcomb, Gary Ritter
Arkansas Education Reports
State education policymakers in Arkansas, and in all states around the country, take great interest in the state assessment scores published each year and are pleased when they are able to present positive results. This has certainly been the case in Arkansas with the annual publication of the results of student performance on the state Benchmark exams. While the state exams provide useful information that allow policymakers to compare schools and districts within Arkansas, they do not allow policymakers to assess the performance of Arkansas students relative to other students in the nation.
Spotlights On Success: Traits And Strategies Of Five High-Growth Schools In Arkansas, Misty Newcomb, James L. Woodworth, Jeffery R. Dean, Caleb P. Rose, Gary W. Ritter
Spotlights On Success: Traits And Strategies Of Five High-Growth Schools In Arkansas, Misty Newcomb, James L. Woodworth, Jeffery R. Dean, Caleb P. Rose, Gary W. Ritter
Arkansas Education Reports
Successful schools are those which best educate the students, regardless of background. They are not those with students who come in well-educated but show only slight improvement, nor are they schools which use the disadvantage as an excuse for continued low levels of achievement. Instead, successful schools are those which advance the learning of all their children beyond what is expected.
Passage And Initial Implementation Of The Supplemental Educational Services Element Of The No Child Left Behind Act: An Historical Inquiry Study, Brad D. Christensen
Passage And Initial Implementation Of The Supplemental Educational Services Element Of The No Child Left Behind Act: An Historical Inquiry Study, Brad D. Christensen
UNLV Theses, Dissertations, Professional Papers, and Capstones
With reports alleging a sharp decline in student achievement in the last several years, there has been a call for higher standards in the United States education system. In response, with bipartisan support, politicians overwhelmingly passed the No Child Left Behind (NCLB) Act of 2001. NCLB, the most recent reauthorization of the Elementary and Secondary Education Act (ESEA), mandated increasing the educational performance of all children by focusing on accountability for student achievement, flexibility, higher academic standards, research-based reforms, parental choice, annual testing to measure student progress, analysis of the annual testing data, and sanctions for schools where students did …
High-Stakes Testing: Can Rapid Assessment Reduce The Pressure?, Stuart S. Yeh
High-Stakes Testing: Can Rapid Assessment Reduce The Pressure?, Stuart S. Yeh
Stuart S Yeh
This article presents findings about the implementation of a system for rapidly assessing student progress in math and reading in grades K–12—a system that potentially could reduce pressure on teachers resulting from high-stakes testing and the implementation of the No Child Left Behind Act. Interviews with 49 teachers and administrators in one Texas school district suggest that the assessments allowed teachers to individualize and target instruction; provide more tutoring; reduce drill and practice; and improve student readiness for, and spend more time on, critical thinking activities, resulting in a more balanced curriculum. Teachers reported that the assessments provided a common …
Education Week’S Report On Arkansas, Sarah C. Mckenzie, Gary W. Ritter
Education Week’S Report On Arkansas, Sarah C. Mckenzie, Gary W. Ritter
Policy Briefs
As schools open their doors for the spring 2005 semester, many legislatures around the nation are meeting to discuss accountability standards, equity and adequacy issues, and the link between money and student performance. While the education issues of 2005 are not unique, in that they have been discussed for years, the No Child Left Behind (NCLB) deadline for schools to begin performing at higher standards increases the urgency. In addition to the increased standards, state policymakers are facing difficult legal challenges to their school funding systems. In an attempt to gauge the status of the nation and each state, Education …
Understanding Adequate Yearly Progress, Sarah C. Mckenzie, Gary W. Ritter
Understanding Adequate Yearly Progress, Sarah C. Mckenzie, Gary W. Ritter
Policy Briefs
No abstract provided.
The Impact Of School Spending On Student Achievement: Results Of Meap Statewide Tests, Robert D. Gaudet
The Impact Of School Spending On Student Achievement: Results Of Meap Statewide Tests, Robert D. Gaudet
New England Journal of Public Policy
Examining school spending and student achievement as measured by the Massachusetts Educational Assessment Program tests on a community-by-community basis indicates that high spending in and of itself does not ensure achievement. While every community must have adequate funding to deliver an acceptable level of education services, there is a wide variation in achievement in similar communities with similar spending. The data suggest that other factors influence outcomes at least as much as spending.