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An Analysis Of The Impact Of Demographic Structural Student And Financial Factors On Texas High School Mathematics Achievement
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Book Synopsis An Analysis of the Impact of Demographic, Structural, Student, and Financial Factors on Texas High School Mathematics Achievement by : Alisa Carter
Download or read book An Analysis of the Impact of Demographic, Structural, Student, and Financial Factors on Texas High School Mathematics Achievement written by Alisa Carter and published by . This book was released on 2013 with total page 270 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the relationships of demographic (indicators describing student characteristics), structural (indicators describing school characteristics), student (indicators of student academic achievement), and financial (indicators of instructional expenditures) factors to student mathematics achievement. A sample (n=390) of high schools from a south central state was used to investigate the research questions. Of the statistically significant (p
Book Synopsis A Multivariate Analysis of the Impact of Demographic and Structural Components on Mathematics Achievement by : Cassidy DeeAnn Early-McBrayer
Download or read book A Multivariate Analysis of the Impact of Demographic and Structural Components on Mathematics Achievement written by Cassidy DeeAnn Early-McBrayer and published by . This book was released on 2008 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt: The study focused on an examination of the relationships between characteristics of students and schools and student achievement in mathematics. Multiple variables representing student and school traits were collected from the Academic Excellence Indicator System (AEIS). A random sample (n=204) of middle schools from a southwestern state was used to investigate the research questions. The data detected statistically significant (p
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2008 with total page 628 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 340 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Sociological Abstracts by : Leo P. Chall
Download or read book Sociological Abstracts written by Leo P. Chall and published by . This book was released on 1998 with total page 852 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Impact of Instructional Strategies and Selected Academic and Demographic Factors on Mathematic Achievement and Retention of Students Enrolled in Developmental Mathematics Courses at a Community College by : Betty Fortune
Download or read book The Impact of Instructional Strategies and Selected Academic and Demographic Factors on Mathematic Achievement and Retention of Students Enrolled in Developmental Mathematics Courses at a Community College written by Betty Fortune and published by . This book was released on 2014 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Research in Education written by and published by . This book was released on 1974 with total page 1208 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Using a Structural Equation Model to Predict Math Achievement of African American Male High School Students by : Patrick F. Harris
Download or read book Using a Structural Equation Model to Predict Math Achievement of African American Male High School Students written by Patrick F. Harris and published by . This book was released on 2015 with total page 157 pages. Available in PDF, EPUB and Kindle. Book excerpt: The issue of minority students' academic achievement has been widely investigated by education and sociology scholars. When compared to their peers from other ethnic groups, the achievement gap among African American male high school students in mathematics is the equivalent of two grade levels. However, current research does not exist on the combined influence of variables on achievement of this group. This quantitative study used structural equation modeling to examine the relationship among three constructs (positive student/teacher interaction; parental involvement; and, extracurricular activities) and to answer the question of how each of these variables collectively influence achievement in mathematics among African American male high school students. The theoretical framework of this study encompassed Bronfenbrenner's theory of ecological systems and Friere's theory of critical pedagogy. The results were measured by item responses of African American male high school students ( n = 1,149) to survey questions of the High School Longitudinal Study 2009 database. The results indicated that the constructs do not have a collective impact on the academic achievement of African-American males. Rather, extracurricular activities can both negatively and positively impact academic achievement, teacher and student interactions impact academic achievement in small groups, and parental involvement increases academic achievement when parents are active within the school setting. The implications for the social change for African American male high school students exists not only with the educational gap but the social costs for the families, communities, and the economic impacts which transcends generations. The implications are important for educators, administrators, and parents who want to improve student's academic achievement.
Book Synopsis Social Background Differences in High School Mathematics and Science Coursetaking and Achievement by : Thomas Hoffer
Download or read book Social Background Differences in High School Mathematics and Science Coursetaking and Achievement written by Thomas Hoffer and published by . This book was released on 1995 with total page 18 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis EXAMINING THE EFFECTS OF GENERAL LEVEL COURSE ELIMINATION AND TRACKING ON STUDENT GROWTH AND ACHIEVEMENT IN A SUBURBAN HIGH SCHOOL MATHEMATICS PROGRAM by : Brian E. Ellis
Download or read book EXAMINING THE EFFECTS OF GENERAL LEVEL COURSE ELIMINATION AND TRACKING ON STUDENT GROWTH AND ACHIEVEMENT IN A SUBURBAN HIGH SCHOOL MATHEMATICS PROGRAM written by Brian E. Ellis and published by . This book was released on 2014 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt: Advisor: John Gould, Ph.D.
Book Synopsis Examining Gaps in Mathematics Achievement Among Racial-Ethnic Groups, 1972-1992 by : Mark Berends
Download or read book Examining Gaps in Mathematics Achievement Among Racial-Ethnic Groups, 1972-1992 written by Mark Berends and published by Rand Corporation. This book was released on 2005-04-08 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: Examines trends in the mathematics scores of different racial-ethnic groups over time and analyzes how changes in family, school, and schooling measures help explain changes in the test score gaps. Although there were few positive changes between schools, the within-school experiences of black and Latino students changed for the better compared with white students when measured by student self-reported academic track placement.
Book Synopsis Current Index to Journals in Education by :
Download or read book Current Index to Journals in Education written by and published by . This book was released on 2000 with total page 1122 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis High School Size and Differences in the Academic Achievement of English Language Learners by : Joseph L. Rodriguez
Download or read book High School Size and Differences in the Academic Achievement of English Language Learners written by Joseph L. Rodriguez and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Purpose The purpose of this journal-ready dissertation was to determine the relationship of high school size with the academic achievement (id est, reading and mathematics) of English Language Learners enrolled in Texas high schools. In the first journal article, the relationship of high school size and student achievement as function of poverty for English Language Learners was determined. In the second study, the extent to which high school size was related to the academic achievement of English Language Learners by their ethnicity/race was ascertained. Finally, in the third empirical investigation, the relationship between high school size and the academic achievement of English Language Learner boys and girls was examined. Each of these empirical investigations had two years of statewide public school data analyzed. This 2-year analysis of data permitted a determination of the degree to which trends were present in the relationship of high school size with the academic achievement of English Language Learners as a function of their economic status, ethnicity/race, and gender. Method A causal-comparative research design (Johnson and Christensen, 2014) was used for this quantitative study. Previously obtained archival data from the Texas Education Agency Public Education Information Management System for the 2008-2009 and the 2009-2010 school years were utilized. The independent variable in this research study was student enrollment at the high school level in which the University Interscholastic League (2013) conference cutoff numbers for the State of Texas were used to determine school sizes. Findings Statistically significant results were present for a majority of the analyses, with English Language Learners who were enrolled in Large-size high schools having statistically significant better results than English Language Learners who were enrolled in Small-size high schools. The lowest performance in reading and mathematics was present for English Language Learners who were enrolled in Small-size schools. Effect sizes ranged from small to large. Results from this study were congruent with much of the empirical literature. Academic achievement was better for English Language Learners enrolled in Large-size high schools than for English Language Learners in Small-size high schools Implications for policy and recommendations for research were provided.
Book Synopsis American Doctoral Dissertations by :
Download or read book American Doctoral Dissertations written by and published by . This book was released on 1989 with total page 760 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The effects of attributions for success in mathematics achievement among Chinese high school students by : Yann-yann Shieh
Download or read book The effects of attributions for success in mathematics achievement among Chinese high school students written by Yann-yann Shieh and published by . This book was released on 1996 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 1997 with total page 1144 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Socioeconomic, Demographic, Attitudinal, and Involvement Factors Associated with Math Achievement in Elementary School by :
Download or read book Socioeconomic, Demographic, Attitudinal, and Involvement Factors Associated with Math Achievement in Elementary School written by and published by . This book was released on 2001 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine the extent to which socioeconomic factors, demographic factors, parent and student attitudes, and parent involvement were associated with math achievement. Students in Grade 5 were selected as the population for this study. Random sampling procedures were used to select the sample. Students in the sample completed a modified version of the Fennema-Sherman Mathematics Attitudes Scales. Normal Curve Equivalent Scores (NCEs) from the math scales on the TerraNova Standardized Achievement Test were obtained for all students from the individual school records. Parents of the students also participated by answering questions pertaining to their attitudes toward math, their level of involvement in the classroom, and questions that pertained to socioeconomic and demographic characteristics. The findings from this study suggested that each of the six scales used from the Fennema-Sherman Mathematics Attitudes Scales were all significantly associated with the math, computation, and composite scores of the TerraNova Standardized Achievement Test. Family annual income, parents' educational level, and parent involvement were also significantly associated with math achievement. Four of the six attitudinal scales; the Mathematics as a Male Domain, Confidence in Learning Mathematics, Parent, and Mathematics Anxiety Scales, were significantly related to parents' educational level, family's annual income, and gender. Socioeconomic and attitudinal factors were the most powerful predictors of math achievement, while gender and parent involvement were not strong predictors.
