首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 46 毫秒
1.
School effectiveness indices (SEIs) based on residuals from regressing test performance onto prior test performance and a socioeconomic status (SES) measure were obtained for 2 consecutive years for 431 elementary schools. The resulting SEIs were found to be reasonably stable year to year, the correlations ranging from. 34 to .66, depending on grade level (1–4) and subject (reading and mathematics). To aid in the identification of the factors that affect the stability of school achievement, correlations of the SEIs across subjects and grade levels were obtained also. It was determined that SEIs reflecting the performance of students at the same grade level were relatively stable, whether the same or different students were involved. However, SEIs reflecting the performance of students at different grade levels were very unstable. This suggests that grade-within-school effects dominate whatever global school effects operate in elementary schools. Implications for effective schools research, the design of school recognition/reward programs, and research and measurement specialists in general are discussed  相似文献   

2.
Few studies have examined the correlates of within-school socioeconomic gaps in academic achievement corresponding to subject areas across schools. This study addressed this limitation with data from the New Brunswick School Climate Study (N = 6,883 students from 148 schools) which contained measures on academic achievement in four subject areas (mathematics, science, reading, and writing) as well as student and school background characteristics. Results of multivariate, multilevel analyses showed that within-school socioeconomic gaps were similar between reading and writing as well as between mathematics and science. Furthermore, the interrelationships of within-school socioeconomic gaps in academic achievement corresponding to the four subject areas across schools were not much influenced by student background characteristics (gender, Native status, number of parents, and number of siblings) and characteristics of school context and climate (school size, school mean SES, disciplinary climate, academic expectation, and parental involvement).  相似文献   

3.
Recent studies on the stability of school academic performance across school subject areas show two weaknesses: a lack of research attention to elementary schools and a lack of adequate statistical adjustments for school characteristics. With data describing elementary students (N = 6,883 students in Grade 6 in 148 schools) from the New Brunswick School Climate Study (NBSCS), the current study examined correlates of academic performance across mathematics, science, reading, and writing among students and among schools, using a multivariate multilevel model with statistical adjustments for student characteristics and school context and climate characteristics. Results indicated that (a) students were differentially successful in different subject areas, (b) schools were differentially effective in different subject areas, and (c) the differential success was more obvious among students than among schools. Findings of this study call for a new type of school programs that aim to ensure that students progress equally in different subject areas and for stronger school policies that systematically coordinate classroom or department practices.  相似文献   

4.
  相似文献   

5.
Using a multilevel multiset time-series model, the present study aimed to examine whether changes in teacher perceived principal leadership practices were associated with the change in school academic performance. Teacher perceived principal leadership practices tapped into various aspects of school process and principal leadership. School academic performance was measured as a school’s average in reading and mathematics at a certain grade level (Grades 5–8) in a certain calendar year (2013–2017). Change in teachers’ perceptions regarding principals’ efforts to improve parent involvement was identified as the single most important teacher perceived principal leadership practice for growth in both school reading and school mathematics performance across grade levels (moderate effect size of .481 in reading and small effect size of .254 in mathematics). Implications were discussed, including the hypothesis of “growth” factors in principal leadership practice.  相似文献   

6.
The bulk of public debate on education focuses on schools and school differences. Ideally, the characteristics of schools that add value to student performance can be identified and implemented for other schools. However, such scenarios assume that school effects are sizable, stable across cohorts, and consistent across subject areas. This study tests these assumptions by analysing school effects in both primary and secondary schools in 5 achievement domains with administrative data from almost all government school students in Victoria, Australia. Gross school effects are reasonably large but show only moderate stability. However, in net progress models which control for prior achievement, school effects are substantially smaller, display only low levels of stability across cohorts, and are not consistent across achievement domains. Therefore, it is difficult to identify schools that consistently increase (or decrease) student performance across subject areas beyond that expected by students’ intake characteristics, most notably prior student performance. Other policy goals are recommended.  相似文献   

7.
This article examines the evaluation of the Alliance of Quality Schools project, a 5-year project focusing on at-risk students in Broward County, Florida. The purpose of the evaluation was to determine the effect that the project had on selected academic and behavioral student indicators after its 5th year of implementation. This article focuses only on the findings related to the effect that the project has had on reading performance. Findings related to mathematics performance and student behavior can be found by reviewing the 5th-year evaluation report (Ligas, 1999). The project's mission, based on the philosophy that all children can learn, is to help the greatest number of at-risk students achieve at their highest performance level. In addition to a strong emphasis on Direct Instruction (DI), the Alliance of Quality Schools (AQS) initiative utilizes Accelerated Reader and Computer Assisted Instruction. The project has been evaluated yearly, from the 1994-1995 school year to the 1998-1999 school year. Fifth-year evaluation findings related to student achievement indicated that the effect of the project on academic achievement for elementary and middle school students enrolled at the Alliance schools has varied by grade level and year. The highest increases in student performance occurred at the 4th-grade level for reading and at the 5th-grade level for mathematics. These increases seem to be closely aligned to the grade levels targeted for school accountability by the state of Florida.  相似文献   

8.
This study investigated the connection between language (i.e., word comprehension, reading comprehension and spelling skills) and mathematical performance. The sample consisted of grade nine students (N?=?810) in 14 lower secondary schools in the Swedish speaking areas of Finland. Standardized tests for reading and writing skills, and mathematical performance were used. Based on the mathematics test the students were categorized into eight performance groups. Many students had problems in both mathematics and language performance. On the whole data level reading skills were a powerful predictor for math performance, the reading factor explained 52% of the variance in the model. Hence, the reading skills focusing on understanding of the text are important in solving mathematical tasks at the end of compulsory school.  相似文献   

9.
For more than a decade, the Government of Hong Kong has instituted a policy of school decentralization aimed at devolving authority to all stakeholders, including the representatives of School Sponsoring Bodies, principals, teachers, parents, and community members. This study examines the relative contribution of two dimensions of school decentralization – teacher participation and school autonomy – to students' mathematics performance, and examines the role of school climate as a mediating variable between decentralization and performance. Data for the present study come from the second cycle of the Programme for International Student Assessment (PISA 2003), which is a large international assessment measuring 15-year-old students' literacy performance across over 40 countries and regions around the world. Using multi-level analysis, the study finds that teacher participation is more important than school autonomy for student mathematics performance in Hong Kong. In addition, the effect of teacher participation on students' performance is mediated by four major school climatic factors – sense of belonging, disciplinary climate, students' morale and student behaviour – in Hong Kong's secondary schools.  相似文献   

10.
ABSTRACT

This study focused on school effectiveness in terms of changes in the distribution of achievement across socio‐economic status (SES) for a cohort of 9700 students as they progressed from grade 1 to grade 3. The achievement/SES link was operationalized as the standardized mean difference in achievement (EFFSIZE) between samples of high and low SES students for 165 schools. EFFSIZE measures in reading and mathematics were analyzed in an hierarchical linear model which allowed an assessment of the impact of 13 school characteristics on initial (grade 1) status and, more importantly, on trends over time. The results indicate that, on the average, low SES students are at an initial disadvantage relative to their high SES peers in both subjects and that the difference widens across the first three grades. True school variance in slopes was found in mathematics but not reading, a result consistent with previous research. The school characteristics, which included six indicators based on the effective schools literature, were found to be ineffective predictors of these growth parameters.  相似文献   

11.
This study investigated gender-related differences in the efficacy-expectation/performance discrepancies of high school students across four subject matter domains. Participants (N = 131) completed American College Testing (ACT) assessments in English, mathematics, reading, and science. Additionally, prior to each domain-specific test, students rated their perceived self-efficacy expectation for successful performance on that test. As anticipated, most students reporting greater efficacy expectation also tended to perform at higher levels, particularly in mathematics. Unexpectedly, the majority of student efficacy/performance discrepancy scores fell outside the congruent range in all content areas. Approximately equal numbers of male and female students inaccurately estimated their performance capabilities, with most noncongruent students tending to fall into either the extreme overestimation/underestimation categories. Implications are discussed regarding the application of these findings to refining educational methods, and enhancing self-motivation in educational settings.  相似文献   

12.
In this study, the researchers examined 5 years of Texas statewide data concerning elementary school size and Hispanic student performance on three state-mandated assessments in reading, mathematics, and writing. For each year of data analyzed here, student data from more than 1,200 elementary schools. After collapsing elementary schools into three sizes (i.e., very small <400 students; small 400–799 students; and large 800–1,199 students), multivariate statistical procedures revealed the presence of statistically significant differences in Hispanic student performance in reading, mathematics, and writing across all 5 years of data analyzed. In almost every analysis, Hispanic students in large elementary schools outperformed Hispanic students in very small elementary schools in reading, mathematics, and in writing. As such, our findings are in disagreement with other studies. Implications are discussed.  相似文献   

13.
The traditional discourse in the scholarship on cultural capital theory has focused on how exclusive participation in elite status culture by students from higher socioeconomic status families benefits their learning in schools, the effects of which are most evident in linguistic subject areas such as reading achievement. However, some scholars have argued that cultural capital is not restricted to elite status culture but could include parental familiarity with school evaluation standards and job market requirements, and that the effects could transcend languages to include performance domains with more objective evaluation that are susceptible to school influences (e.g. mathematics and science). The present study systematically examines this position using data involving 96,591 15‐year‐old students from 3602 schools in eight countries who participated in the Programme for International Student Assessment 2012. Results of three‐level hierarchical linear modelling showed positive relationships between seven cultural capital variables and student mathematics achievement. The cultural variables comprised: home educational resources; parental educational attainment and occupational status; parental expectations of their children's educational attainment, future career in mathematics and school; and parental valuing of mathematics. In particular, the three parental expectations variables had substantively larger effect sizes on student achievement than the other cultural capital variables. The results demonstrated that parental familiarity with school evaluation standards and future job requirements, especially as measured by parental expectations, may constitute cultural capital that privileges student mathematics achievement in schools.  相似文献   

14.
We estimate the effect on primary school students’ achievement of a Brazilian policy that changed the entry age into first grade from seven to six years old. Before the policy, a typical child spent up to three years in pre-school, and four years in primary school. The reform reorganized the system so that pupils would spend two years in pre-school (at ages 4 and 5) and five years in primary education. The timing of national tests and of the incremental process of implementing the reorganization allowed us to use a DDD approach to make causal estimates of its effect on student achievement. The reform increased 5th grade students’ mathematics scores by 0.10 SDs and reading scores by 0.12 SDs over student gains in untreated schools. These effects are robust across various treated cohorts, and across alternative samples of schools.  相似文献   

15.
Data‐based decision making (DBDM) is presumed to improve student performance in elementary schools in all subjects. The majority of studies in which DBDM effects have been evaluated have focused on mathematics. A hierarchical multiple single‐subject design was used to measure effects of a 2‐year training, in which entire school teams learned how to implement and sustain DBDM, in 39 elementary schools. In a multilevel modeling approach, student achievement in mathematics and spelling was analyzed to broaden our understanding of the effects of DBDM interventions. Student achievement data covering the period from August 2010 to July 2014 were retrieved from schools’ student monitoring systems. Student performance on standardized tests was scored on a vertical ability scale per subject for Grades 1 to 6. To investigate intervention effects, linear mixed effect analysis was conducted. Findings revealed a positive intervention effect for both mathematics and spelling. Furthermore, low‐SES students and low‐SES schools benefitted most from the intervention for mathematics.  相似文献   

16.
In this article, I present the results of an analysis of the relationship between teacher evaluation scores and student achievement on district and state tests in reading, mathematics, and science in a large Midwestern U.S. school district. Within a value-added framework, I correlated the difference between predicted and actual student achievement in science, mathematics, and reading for students in Grades 3 through 8 with teacher evaluation ratings. Small to moderate positive correlationships were found for most grades in each subject tested. When these correlationships were combined across grades within subjects, the average correlationships were. 27 for science,. 32 for reading, and. 43 for mathematics. These results show that scores from a rigorous teacher evaluation system can be substantially related to student achievement and provide criterion-related validity evidence for the use of the performance evaluation scores as the basis for a performance-based pay system or other decisions with consequences for teachers.  相似文献   

17.
This study examines the relationship between key elements of the School Excellence Model (SEM) and student achievement in reading, mathematics and science as measured by the Programme for International Student Assessment (PISA) 2012 and the Teaching and Learning International Survey (TALIS) 2013, using a sample of 166 schools in Singapore. Strategies, quality and resources are identified as school-level dimensions commonly involved in the SEM to select variables in PISA 2012 and TALIS 2013. A multilevel data analysis was conducted using hierarchical linear modelling. The results indicate that a triangulated school strategy focused on strengthening teacher participation, principal commitment and school responsibility has significant relationships with student performance. In particular, teachers’ instructional improvement contributed to student achievement, while teacher ratio to support teaching staff accounts for the largest variance in student achievement. Finally, school extra-curricular activities promote well-rounded student development that enhances learning achievement. Findings highlight the importance of school-based accountability that empowers teachers, in building school capacity for student achievement.  相似文献   

18.
Abstract

This study demonstrated a procedural model that can be applied by any school to assess, guide, and account for the progress of its students as well as to analyze its own effectiveness. The model uses equivalent achievement tests to monitor student achievement in subject areas at grade levels, between grade levels, and across subgroups of students. Multiple regression analyses of test scores between grades identify factors associated with achievement Using sixth and eighth grade Comprehensive Tests of Basic Skills scores in a matched longitudinal sample of 208 students, the study found small differences in average achievement between boys and girls. Differences between corresponding sixth and eighth grade test means were higher in mathematics than in language. From the sixth grade to the eighth, there was a widening gap in average achievement between high and low I.Q. groups. In multiple regressions of eighth grade test scores on sixth grade measures, I.Q., study skills, and reading were prevalent in the regression equations, but clusters of measures associated with achievement differed between high and low’ LQ. groups. The results of the study have implications for developing and evaluating the achievement of students with varying mental abilities.  相似文献   

19.
Background: Recent effectiveness studies have investigated the relationship between two dimensions of effectiveness – namely, quality and equity. Specifically, the question of whether effective schools can also reduce the initial differences in student outcomes attributed to student background factors has been examined. In this context, the Dynamic Approach to School Improvement (DASI) makes use of theory and the research findings of effectiveness studies to try to improve school effectiveness in terms of quality and equity.

Purpose: This study aimed to examine whether the implementation of DASI in primary schools in socially disadvantaged areas in four European countries (Cyprus, England, Greece and Ireland) was able to promote student learning outcomes in mathematics and to reduce the impact of student background factors on student achievement in mathematics.

Design and methods: A sample of 72 primary schools across the four countries was randomly split into experimental and control groups. At the beginning and at the end of the school year, mathematics tests were administered to all students of Grades 4–6 (n = 5560; student ages 9–12 years). The experimental group made use of DASI. Within-country multilevel regression analyses were conducted to evaluate the impact of the intervention and search for interaction effects between the use of DASI and student background factors on final achievement.

Results: In each country, the experimental group achieved better results in mathematics than the control group. At the beginning of the intervention, the achievement gap based on socio-economic status (SES) was equally large in the experimental and the control groups. Only in the experimental group did the achievement gap based on SES become smaller. However, DASI was not found to have an effect on equity when the equity dimension was examined by focusing on the achievement gap based on either gender or ethnicity.

Conclusions: Implications of findings are drawn and the importance of measuring equity in terms of student achievement gaps based on different background factors, rather than only on SES, is emphasised. We propose the evaluation of the impact of interventions on promoting equity by the use of various criteria.  相似文献   

20.
We investigate the role of specialized science, technology, engineering, and mathematics (STEM) high schools in New York City (NYC) in promoting performance in science and mathematics and in closing the gender and race gaps in STEM subjects. Using administrative data covering several recent cohorts of public school students and a rich variety of high schools including over 30 STEMs, we estimate the effect of attending a STEM high school on a variety of student outcomes, including test taking and performance on specialized science and mathematics examinations. While comparisons of means indicate an advantage to attending a STEM school, more thorough analysis conditioning on a rich set of covariates, including previous grade test performance, reduces or eliminates this advantage. Females and males in STEMs do better than their counterparts in Non-STEMs, but the gender gap is also larger in these schools. We also find that the black-white and Hispanic-white gaps are smaller in STEM relative to Non-STEM schools across almost all outcomes, but the Asian-white gap, in contrast, is larger in STEMs relative to Non-STEMs.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号