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Articles 661 - 683 of 683
Full-Text Articles in Educational Assessment, Evaluation, and Research
Interview With Dr. Charles Watson, Arkansas Department Of Education, Sarah C. Mckenzie, Gary W. Ritter
Interview With Dr. Charles Watson, Arkansas Department Of Education, Sarah C. Mckenzie, Gary W. Ritter
Policy Briefs
No abstract provided.
Interview With Dr. Ken James, Arkansas Department Of Education, Sarah C. Mckenzie, Gary W. Ritter
Interview With Dr. Ken James, Arkansas Department Of Education, Sarah C. Mckenzie, Gary W. Ritter
Policy Briefs
No abstract provided.
Highly Qualified Teachers, Sarah C. Mckenzie, Gary W. Ritter
Highly Qualified Teachers, Sarah C. Mckenzie, Gary W. Ritter
Policy Briefs
One of the key features of the No Child Left Behind Act (NCLB) of 2001 is a requirement that all teachers in core academic areas be “highly qualified” before the 2005-2006 school year. Even more quickly, by the end of the 2002-2003 school year, all newly hired teachers in Title I schools had to be highly qualified. The core academic areas— which must be taught by a “highly qualified” teacher—are English, reading or language arts, math, science, arts and foreign language, economics, geography, civics or government, and history. Teachers of special education and English language learner students are not required …
School Finance Litigation And Adequacy Studies, Sarah C. Mckenzie, Gary W. Ritter
School Finance Litigation And Adequacy Studies, Sarah C. Mckenzie, Gary W. Ritter
Policy Briefs
The adequacy approach to challenging school funding systems has proven the most successful of the waves of finance litigation, and the approach serves as the foundation for new or ongoing litigation and reform in many states today, including Arkansas. The standards reform movement has provided courts with a way to measure plaintiffs’ claims that school finance systems do not provide for an adequate education, and many courts have found school funding formulae unconstitutional. In this paper, we review the history of school finance litigation across the United States and focus specifically on cases related to educational adequacy. In the final …
No Child Left Behind And Act 35, Sarah C. Mckenzie, Gary W. Ritter
No Child Left Behind And Act 35, Sarah C. Mckenzie, Gary W. Ritter
Policy Briefs
The Student Assessment and Educational Accountability Act or Arkansas Act 35 represents an ambitious attempt to develop and articulate a strategic plan for ensuring that all students in Arkansas are meeting grade-level standards in reading and math. The legislation describes the types of testing schools must implement each year, how schools and districts should report data, how data should be used to inform staff development, and the sanctions students and schools will face if they fail to meet state standards.
No Child Left Behind Act Of 2001: An Overview, Sarah C. Mckenzie, Gary W. Ritter
No Child Left Behind Act Of 2001: An Overview, Sarah C. Mckenzie, Gary W. Ritter
Policy Briefs
The No Child Left Behind Act (NCLB) of 2001, the cornerstone of the Bush Administration’s plan to reform K-12 education, strengthens significantly the federal role in education through sweeping reforms to the Elementary and Secondary Education Act (ESEA). The stated legislative intent of the NCLB Act is “to close the achievement gap with accountability, flexibility, and choice, so that no child is left behind” (PL-107-110 [20 U.S.C. §6301, et seq.], 2001). Key provisions of the measure, for both Title I and non-Title I schools, are as follows: • accountability for education results through annual standardized testing and through additional standards …
Understanding Adequate Yearly Progress, Sarah C. Mckenzie, Gary W. Ritter
Understanding Adequate Yearly Progress, Sarah C. Mckenzie, Gary W. Ritter
Policy Briefs
No Child Left Behind (NCLB) mandates that all states develop an accountability system that measures student achievement every year. The method states must use to measure achievement is Adequate Yearly Progress (AYP). States must agree to bring all students to proficient academic performance levels in reading and math by 2014 in order to continue receiving Title I funds, a federal funding program that commits $12 billion per year to help lower-income children. In Arkansas, the Arkansas Comprehensive Testing Assessment and Accountability Program (ACTAAP) serves as the basis for determining AYP and incorporates the mandates of NCLB.1 According to a 2004 …
The Effects Of Cultural Congruity, University Alienation, And Self-Concept Upon Multiracial Students' Adjustment To College, Derrick Adam Paladino
The Effects Of Cultural Congruity, University Alienation, And Self-Concept Upon Multiracial Students' Adjustment To College, Derrick Adam Paladino
Graduate Theses and Dissertations
The purpose of this study is to examine key factors that relate to the self-perception of cultural congruity, university alienation (powerlessness, meaninglessness, and social estrangement), and self-concept (perceived intellectual ability, perceived scholastic competence, perceived social acceptance, appearance, and global self-worth) in multiracial college students. One goal of this study is to discover if there is a relationship between cultural congruity, alienation, and self-concept among multiracial college students. In addition, this study examined what factors predict cultural congruity, university alienation, and self-concept in multiracial college students. Finally, this study explored the relationship of cultural congruity, university alienation, self-concept, and specific demographic …
Placing Arkansas School Funding Data In The National Context, Sarah C. Mckenzie, Gary W. Ritter
Placing Arkansas School Funding Data In The National Context, Sarah C. Mckenzie, Gary W. Ritter
Policy Briefs
In November 2002, the Arkansas Supreme Court found the Arkansas school funding system to be unconstitutional. The decade long court battle, Lake View v Huckabee, concluded when the Supreme Court determined that the state needed to develop a new system to provide a “general, suitable and efficient system of free public schools equally available to all" as called for by the Arkansas Constitution (Article 14, § 1). Arkansas, however, is not alone in being taken to court over the equity and adequacy of its school funding system. Since 1960, over 40 states’ educational funding systems have been legally challenged. Since …
Effective School Reform, Sarah C. Mckenzie, Gary W. Ritter
Effective School Reform, Sarah C. Mckenzie, Gary W. Ritter
Policy Briefs
At the forefront of education research and policy agendas is an effort to ensure that all children, especially those in low performing, high-poverty schools, get a quality education. The question of which programs and strategies are most effective in reforming K-12 education is complex. School administrators and policymakers throughout the nation are seeking strategies that will help all students to achieve mastery of basic grade-level academic skills as measured by standardized tests. This brief summarizes current research on the characteristics of effective schools and effective teachers. Also, we highlight several comprehensive school reform models with evidence of effectiveness in improving …
Special Masters’ Report, Sarah C. Mckenzie, Gary W. Ritter
Special Masters’ Report, Sarah C. Mckenzie, Gary W. Ritter
Policy Briefs
The final ruling in the 1992 Lake View School District case was upheld by the State Supreme Court in November 2002 in a decision known as “Lake View III.” The ruling found that the school system for Arkansas failed to meet the mandate in the Arkansas Constitution requiring that the State provide a “general, suitable and efficient system of free public schools equally available to all" (Article 14, § 1) and required that the legislature develop remedies by January 1, 2004. The Arkansas General Assembly convened in a Special Session from December 8, 2003 to February 6, 2004 to address …
Correlates Of Depression In Young Adult Caregivers, Mark Gillen
Correlates Of Depression In Young Adult Caregivers, Mark Gillen
Graduate Theses and Dissertations
This research examined depression in young adult caregivers. It was hypothesized that levels of depression in 18 to 40 year olds who provided care to older adult family members would be similar to depression levels of middle age adult caregivers. This study also examined the relationship between depression, gender, employment, physical health, and relationships. Participants included 172 young adult caregivers that were employees of one of three mid-west universities or colleges. All employees in the young adult age range were contacted and provided with a survey packet. The survey included the Center for Epidemiological Studies Depression Scale (CES-D), and predictor …
Defining Educational Adequacy, Sarah C. Mckenzie, Gary W. Ritter
Defining Educational Adequacy, Sarah C. Mckenzie, Gary W. Ritter
Policy Briefs
In his 2001 ruling of the Lake View case, Judge Kilgore ordered, “an adequacy study is necessary and must be conducted forthwith.” In November 2002, the Arkansas Supreme Court upheld the lower court ruling and mandated that the General Assembly begin an “adequacy study.” Consequently, Act 94 of 2003 created the Arkansas Joint Legislative Committee on Educational Adequacy, which was given primary responsibility for fulfilling the Court’s mandate. The Committee contracted with the national consulting firm of Lawrence O. Picus and Associates to conduct a statewide adequacy study and report the findings to the Committee in the Fall of 2003. …
Understanding The Achievement Gap, Sarah C. Mckenzie, Gary W. Ritter
Understanding The Achievement Gap, Sarah C. Mckenzie, Gary W. Ritter
Policy Briefs
Educators across Arkansas and the nation are sharpening their focus on “achievement gaps,” or those areas in which less-advantaged students perform poorly compared to their more advantaged peers. The No Child Left Behind Act, nationally, and the Lake View case, in Arkansas, are driving state and local education policymakers to address these achievement gaps to ensure that all student subgroups perform at high standards. Reducing these achievement gaps can have myriad social benefits, not the least of which is reducing racial inequality in educational achievement and future inequality in employment and earnings.
School Consolidation: Making Sense Of The Consolidation Debate, Sarah C. Mckenzie, Gary W. Ritter
School Consolidation: Making Sense Of The Consolidation Debate, Sarah C. Mckenzie, Gary W. Ritter
Policy Briefs
Much scholarly and public debate has centered on whether consolidation of small schools is positive, negative, or neutral for student academic achievement, student social development, and funding efficiency. In an attempt to derive lessons from the research on this issue, we investigated evidence related to: (1) school district consolidation and school size, and (2) spending and academic performance data for schools and districts in Arkansas.
Changing Career Paths In Environmental, Soil, And Water Science And Crop Management: Survey Results, Thalia M. Madewell, Kristofor Brye, Mary C. Savin
Changing Career Paths In Environmental, Soil, And Water Science And Crop Management: Survey Results, Thalia M. Madewell, Kristofor Brye, Mary C. Savin
Discovery, The Student Journal of Dale Bumpers College of Agricultural, Food and Life Sciences
Periodic assessment of goals is critical to maintaining a successful academic program. Two surveys were designed and distributed to alumni and potential employers of graduates of the Department of Crop, Soil, and Environmental Sciences (CSES) in the summer of 2002 to assess the profitability of advanced degrees in terms of earning potential and to determine sectors of the workforce currently employing department graduates. The CSES Alumni Satisfaction Survey was sent to 792 department alumni, including graduates of the previous Agronomy program as well as the current Crop, Soil, and Environmental Sciences program. The CSES Employer Survey was distributed to 281 …
Performance Motivation: Tests Of An Integrated Model, Jerry Kopf
Performance Motivation: Tests Of An Integrated Model, Jerry Kopf
Graduate Theses and Dissertations
Different individuals, with the same ability and faced with the same environmental constraints, exert varying amounts of effort, and, to the extent that performance is a function of effort, achieve different levels of performance. This study proposes and tests a theory of motivation which is an integration of what have previously been considered separate, and often conflicting, theories of motivation. The study hypothesizes that motivational differences in effort or performance may be due to either differences in goal level or differences in goal commitment and tests the integrated model against a model which uses assigned goals to predict effort (goal …
Evaluation Of Undergraduate Courses Taught By Biology Teachers, Jewel E. Moore, Robert T. Kirkwood
Evaluation Of Undergraduate Courses Taught By Biology Teachers, Jewel E. Moore, Robert T. Kirkwood
Journal of the Arkansas Academy of Science
No abstract provided.
Experimental Testing Program In Elementary Chemistry: A Preliminary Report, Billie G. Broach, Howard L. Hodges
Experimental Testing Program In Elementary Chemistry: A Preliminary Report, Billie G. Broach, Howard L. Hodges
Journal of the Arkansas Academy of Science
An experimental testing program is described which utilizes questions that are partly computer composed, in addition to a section composed by the instructor, and a retesting option to the student. Results from a trial of the program for one term indicate that (1) course grades were improved, (2) the student withdrawal failure rate was unaffected, and (3) the employed students took greater advantage of the retest than did the unemployed students.
Chemistry Departments In Predominantly Black Institutions, James O. Wear, Nirmal K. Shastri
Chemistry Departments In Predominantly Black Institutions, James O. Wear, Nirmal K. Shastri
Journal of the Arkansas Academy of Science
Chemistry programs in 87 predominantly Black institutions were compared by questionnaire survey. Advanced undergraduate courses were offered for chemistry majors by 86% of these schools, but only 28% offered research and independent study for undergraduates. Although there were extremes, most of the faculty taught 15 to 18 contact hours and their median salaries were below the national median. Library support seemed adequate with 1 to 1.5% of the total library materials being chemistry books, texts and reference, and the libraries of most schools had holdings of 15 principal chemistry-related journals. More than 90% of the schools were well-equipped with laboratory …
Report Of Sciences Teaching Improvement Committee, Roy C. Rom
Report Of Sciences Teaching Improvement Committee, Roy C. Rom
Journal of the Arkansas Academy of Science
No abstract provided.
Pre-Test And Post-Test Estimates Of Level Of Performance On An Achievement Test, Donald H. Kausler
Pre-Test And Post-Test Estimates Of Level Of Performance On An Achievement Test, Donald H. Kausler
Journal of the Arkansas Academy of Science
No abstract provided.
Long-Term Outcomes Of Low-Achieving Third Grade Readers, Emily Jordan, Sarah C. Mckenzie, Gary W. Ritter
Long-Term Outcomes Of Low-Achieving Third Grade Readers, Emily Jordan, Sarah C. Mckenzie, Gary W. Ritter
Arkansas Education Reports
Research shows that students who demonstrate low reading achievement in 3rd grade have trouble catching back up to grade level and being successful in school, compared to their peers who demonstrate early proficiency (Fiester 2010; Hernandez 2011; Juel 1988). This report seeks to investigate what happens to Arkansas public school students who demonstrate low achievement in reading in 3rd grade. Reading scores from three cohorts of students are followed from 3rd grade until high school, beginning with data from the 2008-09 school year and continuing through 2016-17.