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A Comparison Of The Impact Of Year Round Education On Reading Language And Mathematics Achievement Of Students Of Low Socio Economic Status In The Mississippi Delta
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Book Synopsis A Comparison of the Impact of Year-round Education on Reading, Language and Mathematics Achievement of Students of Low Socio-economic Status in the Mississippi Delta by : Jacquelyn C. Thigpen
Download or read book A Comparison of the Impact of Year-round Education on Reading, Language and Mathematics Achievement of Students of Low Socio-economic Status in the Mississippi Delta written by Jacquelyn C. Thigpen and published by . This book was released on 2004 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt: Compares reading, language, and mathematics achievement among low socio-economic status students in a year-round calendar school with those in a traditional calendar school over a three-year period.
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2005 with total page 540 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Comparison of Reading and Math Achievement Scores Between a Single-track Year-round Education School and a Traditional Calendar School by : Terri Hardy
Download or read book A Comparison of Reading and Math Achievement Scores Between a Single-track Year-round Education School and a Traditional Calendar School written by Terri Hardy and published by . This book was released on 2000 with total page 198 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Science of Reading by : Margaret J. Snowling
Download or read book The Science of Reading written by Margaret J. Snowling and published by John Wiley & Sons. This book was released on 2013-04-22 with total page 922 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Science of Reading: A Handbook brings together state-of-the-art reviews of reading research from leading names in the field, to create a highly authoritative, multidisciplinary overview of contemporary knowledge about reading and related skills. Provides comprehensive coverage of the subject, including theoretical approaches, reading processes, stage models of reading, cross-linguistic studies of reading, reading difficulties, the biology of reading, and reading instruction Divided into seven sections:Word Recognition Processes in Reading; Learning to Read and Spell; Reading Comprehension; Reading in Different Languages; Disorders of Reading and Spelling; Biological Bases of Reading; Teaching Reading Edited by well-respected senior figures in the field
Book Synopsis A Comparison of Reading and Mathematics Achievement of Students Attending a Nine Month Traditional School and a Year-round School by : Douglas Evan Roby
Download or read book A Comparison of Reading and Mathematics Achievement of Students Attending a Nine Month Traditional School and a Year-round School written by Douglas Evan Roby and published by . This book was released on 1992 with total page 360 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Hispanics and the Future of America by : National Research Council
Download or read book Hispanics and the Future of America written by National Research Council and published by National Academies Press. This book was released on 2006-02-23 with total page 502 pages. Available in PDF, EPUB and Kindle. Book excerpt: Hispanics and the Future of America presents details of the complex story of a population that varies in many dimensions, including national origin, immigration status, and generation. The papers in this volume draw on a wide variety of data sources to describe the contours of this population, from the perspectives of history, demography, geography, education, family, employment, economic well-being, health, and political engagement. They provide a rich source of information for researchers, policy makers, and others who want to better understand the fast-growing and diverse population that we call "Hispanic." The current period is a critical one for getting a better understanding of how Hispanics are being shaped by the U.S. experience. This will, in turn, affect the United States and the contours of the Hispanic future remain uncertain. The uncertainties include such issues as whether Hispanics, especially immigrants, improve their educational attainment and fluency in English and thereby improve their economic position; whether growing numbers of foreign-born Hispanics become citizens and achieve empowerment at the ballot box and through elected office; whether impending health problems are successfully averted; and whether Hispanics' geographic dispersal accelerates their spatial and social integration. The papers in this volume provide invaluable information to explore these issues.
Book Synopsis A Comparative Study of the Impact of Extended Year Education Versus Traditional Year School Calendars in Reading and Mathematics in a Cohort of Low Socio-economic African American Students by : Sophia Yvonne Williams
Download or read book A Comparative Study of the Impact of Extended Year Education Versus Traditional Year School Calendars in Reading and Mathematics in a Cohort of Low Socio-economic African American Students written by Sophia Yvonne Williams and published by . This book was released on 2013 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Descriptive Study of the Effect of Traditional and Year-round Calendars, Socio-economic Status, and Teacher Tenure Status on Student Achievement in Two Rural School Systems in Tennessee by : Scott E. Trent
Download or read book A Descriptive Study of the Effect of Traditional and Year-round Calendars, Socio-economic Status, and Teacher Tenure Status on Student Achievement in Two Rural School Systems in Tennessee written by Scott E. Trent and published by . This book was released on 2007 with total page 119 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the relationship between student achievement on different academic calendars in mathematics and reading as measured by the Tennessee Comprehensive Examination over a three year period. The sample group consisted of 244 students enrolled in two different school systems utilizing two different academic calendars. All schools involved in the study were classified as high poverty as well as rural and had small enrollments. The variables examined were academic calendar configuration, status of qualification for the National School Lunch Program, and the tenure status of the teachers. Six hypotheses were tested using independent sample t-tests. Analyses showed that significant differences existed between low socio-economic and non-low socioeconomic groups in mathematics and reading. Significant differences of
Book Synopsis Learning from Summer by : Catherine H. Augustine
Download or read book Learning from Summer written by Catherine H. Augustine and published by . This book was released on 2016 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: RAND researchers assess voluntary, district-led summer learning programs for low-income, urban elementary students. This third report in a series examines student outcomes after one and two summers of programming.
Book Synopsis Making Summer Count by : Jennifer Sloan McCombs
Download or read book Making Summer Count written by Jennifer Sloan McCombs and published by Rand Corporation. This book was released on 2011 with total page 119 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students typically lose knowledge and skills during the summer, particularly low-income students. Districts and private providers can benefit from the evidence on summer programming to maximize program effectiveness, quality, reach, and funding.
Book Synopsis Academic Achievement of Year-round and Traditional Calendar Elementary Students in a School-within-a-school Setting by : Barbara Kay Ramos
Download or read book Academic Achievement of Year-round and Traditional Calendar Elementary Students in a School-within-a-school Setting written by Barbara Kay Ramos and published by . This book was released on 2006 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt: Do students attending school on a year-round calendar outperform students attending school on a traditional calendar in reading and math? Mixed and inconclusive findings are reported in previous studies. This study examined the reading and math achievement of 2004-2005 fifth graders in three school-within-a-school year-round elementary schools located in the United States. An ex post facto comparison group posttest design was utilized. National percentile ranks on state selected standardized tests were analyzed. Overall, sixteen comparisons of year-round and traditional student achievement and growth were made. When mean scores were compared in reading and math achievement and growth, all four comparisons favored year-round education. Only one of these four differences, fifth grade national percentile rank, was statistically significant. When student level variables were controlled, four reading comparisons were not statistically significant. However, all four math comparisons were statistically significant when student level variables were controlled. This study found that year-round calendar students statistically outperform traditional calendar students in a school-within-a-school setting in mathematics.
Book Synopsis An Investigation of the Impact of the America's Choice Design on Reading Achievement in a School in the Mississippi Delta by : Karina LaShonda Ervin
Download or read book An Investigation of the Impact of the America's Choice Design on Reading Achievement in a School in the Mississippi Delta written by Karina LaShonda Ervin and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: A pretest-posttest group design was utilized for this ex post facto study to determine the reading achievement growth of middle school students as measured by the Mississippi Curriculum Test (MCT) with and without America's Choice after one- and two-year participation. Further study was conducted to determine if a significant difference in reading achievement growth of middle school students existed between gender with and without America's Choice participation. Additionally, research was conducted to determine whether or not there was a significant difference among the various achievement classifications (minimum, basic, proficient, and advanced) of students with and without America's Choice participation as measured by the MCT. An independent t-test was the statistical treatment performed on the data. Findings indicated that over the course of a year, the addition of the America's Choice School Design did reflect a significant increase in reading achievement growth when compared to sixth-grade students with no participation. On the contrary, after the second year of participation, students did not reflect a significant increase in reading achievement growth when compared to students who had not participated in the America's Choice School Design. Findings also indicated no significant difference in achievement classifications after two years of participation in America's Choice. Between schools, there was no significant difference in the achievement growth of male and female students with and without participation in the America's Choice School Design. Further research is recommended to determine the long-range effect of the America's Choice School Design on reading achievement. It is recommended that future research should focus on comparing the America's Choice School Design with another comprehensive school reform program that has similar components. Additional research is recommended to examine the effects of other subject areas that are included in the design. Finally, further research should be conducted to examine the effects of parental involvement on the America's Choice School Design.
Book Synopsis School, Family, and Community Partnerships by : Joyce L. Epstein
Download or read book School, Family, and Community Partnerships written by Joyce L. Epstein and published by Corwin Press. This book was released on 2018-07-19 with total page 508 pages. Available in PDF, EPUB and Kindle. Book excerpt: Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.
Book Synopsis The Effects of School Renaissance on Student Achievement in Two Mississippi School Districts by : Steve Ross
Download or read book The Effects of School Renaissance on Student Achievement in Two Mississippi School Districts written by Steve Ross and published by . This book was released on 2005 with total page 39 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to compare the achievement of students in 14 Pascagoula schools and 9 Biloxi schools implementing School Renaissance (SR) to that of students in matched control schools. The achievement measures to be examined were from the 2004 administration of the Mississippi Curriculum Test (MCT) for Reading, Language Arts, and Mathematics in grades 2-8 and the Mississippi Writing Assessment (WA) in grades 4 and 7. Results showed that, although program effects were not as strong and consistent as in the prior school year, they remained generally positive: 16 out of 20 computed effect size estimates were positive. In both Reading and Language Arts, significant positive program effects were observed in 5th grade and 8th grade. In Mathematics, a strong, significant program effect was observed in 3rd and 6th grades. As in 2002-03, strong, significant program effects were obtained in both tested grade levels, particularly in 4th grade, on the Writing Assessment. Supplementary analyses examined outcomes separately by school district, and examined the relationship of student-level implementation measures to achievement effects. Results showed stronger and more consistent program effects in Reading, Language Arts, Math, and Writing for Biloxi than for Pascagoula. Further, implementation measures (particularly reading level and comprehension scores) accounted for substantial variance in achievement, especially in lower grades. These results overall indicate generally positive and sustainable impacts of SR on student performance in program-independent, high-stakes testing. However, these impacts were predominantly evident in Biloxi and only minimally so in Pascagoula, thus suggesting that sustained implementation (four years vs. two years, respectively) was critical to success. Assessment Scoring Rubrics are appended. (Contains 10 figures and 7 tables.).
Book Synopsis School Calendar and the Socioeconomic Achievement Gap by : Monica Huband
Download or read book School Calendar and the Socioeconomic Achievement Gap written by Monica Huband and published by . This book was released on 2018 with total page 8 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative study was to examine the statistical significance of the relationship between year-round education and achievement scores in reading and mathematics among fourth grade students from low socioeconomic backgrounds in the public schools of a Southeastern state. The results of this study revealed that school calendar, in isolation, is not a factor that can conclusively predict or improve the academic outcomes of students attending schools with large populations of students from low socioeconomic backgrounds. This study extends the body of knowledge on the influence of school calendar on student learning outcomes and provides useful information for educational stakeholders regarding the influence of school calendar on academic achievement.
Book Synopsis An Analysis of Mathematics Achievement Disparities Between Black and White Students and Socioeconomically Disadvantaged and Advantaged Students Across Content Strands by Elementary and Middle School Level in a Diverse Virginia School District by : Benjamin L. Lewis
Download or read book An Analysis of Mathematics Achievement Disparities Between Black and White Students and Socioeconomically Disadvantaged and Advantaged Students Across Content Strands by Elementary and Middle School Level in a Diverse Virginia School District written by Benjamin L. Lewis and published by . This book was released on 2013 with total page 141 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student achievement gaps between Black and White students, and socioeconomically disadvantaged and advantaged students, have been observed and formally documented since the National Assessment of Educational Progress (NAEP) began in the 1970s. In particular, the mathematics achievement gap between these historically disadvantaged populations has been a phenomenon that, in spite of improvements, has nevertheless remained persistent for decades. This study sought to identify and derive additional information about the mathematics achievement gap between Black students and White students, and socioeconomically disadvantaged and advantaged students, by elementary and middle school level in a Virginia school district over three consecutive school years. Overall student performance on the Virginia Mathematics Standards of Learning (SOL) assessment was examined and achievement gaps were reported. In addition to overall mathematics achievement, this study also sought to detect specific mathematic conceptual areas in which Black and White students, and socioeconomically disadvantaged and advantaged students, were significantly disparate. Factorial Analysis of Covariance (ANCOVA) and Factorial Multivariate Analysis of Covariance (MANCOVA) were used to identify statistically significant differences between the subgroups in assessment scores reflecting overall mathematics achievement, and student achievement in five conceptual "content strands" Interactions between student race, socioeconomic status, and school level were also examined. Effect sizes were calculated to indicate any practical significance corresponding to statistical significance noted. For overall mathematics performance, results indicated the continued presence of an achievement gap between Black and White students, and socioeconomically disadvantaged and advantaged students, for each year examined. Interaction was noted between race and socioeconomic status, and race and school level. For mathematics performance along the content strands, results indicated the presence of an achievement gap between Black and White students, and socioeconomically disadvantaged and advantaged students, in every conceptual area for each year analyzed. Interaction was indicated between race and socioeconomic status in all but one content strand during one school year. Consistent interaction was also observed between race and school level in two content strands. No significant effect size was indicated for overall or strand-based mathematics achievement differences, demonstrating limited practical significance. Implications for practice, limitations, and suggestions for future research are discussed.
Book Synopsis Teacher Quality, Instructional Quality and Student Outcomes by : Trude Nilsen
Download or read book Teacher Quality, Instructional Quality and Student Outcomes written by Trude Nilsen and published by Springer. This book was released on 2016-09-19 with total page 167 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume offers insights from modeling relations between teacher quality, instructional quality and student outcomes in mathematics across countries. The relations explored take the educational context, such as school climate, into account. The International Association for the Evaluation of Educational Achievement’s Trends in Mathematics and Science Study (TIMSS) is the only international large-scale study possessing a design framework that enables investigation of relations between teachers, their teaching, and student outcomes in mathematics. TIMSS provides both student achievement data and contextual background data from schools, teachers, students and parents, for over 60 countries. This book makes a major contribution to the field of educational effectiveness, especially teaching effectiveness, where cross-cultural comparisons are scarce. For readers interested in teacher quality, instructional quality, and student achievement and motivation in mathematics, the comparisons across cultures, grades, and time are insightful and thought-provoking. For readers interested in methodology, the advanced analytical methods, combined with application of methods new to educational research, illustrate interesting novel directions in methodology and the secondary analysis of international large-scale assessment (ILSA).
