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An Analysis Of The Relation Between Student Achievement As Measured By Tennessee Value Added Gain Scores And Teacher Absence Education School And Experience
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Book Synopsis An Analysis of the Relation Between Student Achievement as Measured by Tennessee Value-added Gain Scores and Teacher Absence, Education, School, and Experience by : Marie Miller-Whitehead
Download or read book An Analysis of the Relation Between Student Achievement as Measured by Tennessee Value-added Gain Scores and Teacher Absence, Education, School, and Experience written by Marie Miller-Whitehead and published by . This book was released on 1998 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2007 with total page 672 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis An Analysis of the Relationship Between Teacher Variables and Student Achievement Scores in Hamblen County, Tennessee by :
Download or read book An Analysis of the Relationship Between Teacher Variables and Student Achievement Scores in Hamblen County, Tennessee written by and published by . This book was released on 2008 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine if a relationship exists between teacher variables and the Tennessee Comprehensive Assessment Program (TCAP) student annual scores in reading and mathematics for students in grades 3 through 8 in Hamblen County, Tennessee. The teacher variables included number of days absent, Praxis II Principles of Learning and Teaching (PLT) scores, and years of experience. The population of the study was limited to 3rd- through 8thgrade reading and mathematics teachers employed by the Hamblen County school district during the 2006-2007 school year. Raw scores from the 2006-2007 TCAP criterion-referenced assessment were used as the testing variable. A Pearson correlation coefficient was used to analyze teacher absenteeism. Praxis II PLT scores were grouped as above or below median scores and analyzed with an independent samples t test. Years of experience was defined by the state department of education as vested years of experience and grouped using an analysis of variance. Based on analysis of the findings, the relationship between teachersâ days absent, Praxis II PLT scores, and years of experience and TCAP achievement annual scores in reading and mathematics for students in grades 3 through 8 in Hamblen County, Tennessee were not statistically significant.
Book Synopsis Getting Value Out of Value-Added by : National Academy of Education
Download or read book Getting Value Out of Value-Added written by National Academy of Education and published by National Academies Press. This book was released on 2010-01-25 with total page 97 pages. Available in PDF, EPUB and Kindle. Book excerpt: Value-added methods refer to efforts to estimate the relative contributions of specific teachers, schools, or programs to student test performance. In recent years, these methods have attracted considerable attention because of their potential applicability for educational accountability, teacher pay-for-performance systems, school and teacher improvement, program evaluation, and research. Value-added methods involve complex statistical models applied to test data of varying quality. Accordingly, there are many technical challenges to ascertaining the degree to which the output of these models provides the desired estimates. Despite a substantial amount of research over the last decade and a half, overcoming these challenges has proven to be very difficult, and many questions remain unanswered-at a time when there is strong interest in implementing value-added models in a variety of settings. The National Research Council and the National Academy of Education held a workshop, summarized in this volume, to help identify areas of emerging consensus and areas of disagreement regarding appropriate uses of value-added methods, in an effort to provide research-based guidance to policy makers who are facing decisions about whether to proceed in this direction.
Book Synopsis The Impact of Professional Learning Communities on Student Value-added Scores in Tennessee Elementary Schools by : Jennifer S. Atkins
Download or read book The Impact of Professional Learning Communities on Student Value-added Scores in Tennessee Elementary Schools written by Jennifer S. Atkins and published by . This book was released on 2011 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt: With increased pressures on school districts to enhance student achievement, administrators are implementing professional learning communities (PLCs) as one method to improve student performance (DuFour & Eaker, 1998, Hord, 1997, Thompson, Gregg, & Niska, 2004). Educators working within a PLC experience a shared ideology, supportive conditions for collective inquiry, shared learning through collaborative teams, attention to professional development and learning, and a purposeful focus on student achievement (DuFour & Eaker, 1998, Hord, 1997). Little quantitative research has used standardized testing to measure the benefits of PLCs. This quasi-experimental, quantitative study found a statistically significant difference between value-added scores on the Tennessee Comprehensive Assessment Program in mathematics and reading/language arts as reported by the Tennessee Value-added Assessment System (TVAAS). Within the parameters of this study, the analysis from 2009 and 2010 revealed the difference in TVAAS scores for fourth and fifth grade students attending schools that implement professional learning communities was statistically significant compared to the value-added scores of students that did not attend PLC schools. The experimental group consisted of elementary or intermediate schools with a fourth and a fifth grade team working as a PLC for three or more consecutive years as defined by DuFour and Eaker's (1998) theoretical framework. The control group did not use PLCs. Three-year value-added scores in mathematics and reading/language arts were analyzed using a two-sample t test assuming unequal variances. The literature review and findings from this quantitative study support the idea that when educators work in PLCs, the effects are positive outcomes for students.
Book Synopsis A Value-added Analysis of Teacher Effects on Student Achievement by :
Download or read book A Value-added Analysis of Teacher Effects on Student Achievement written by and published by . This book was released on 2005 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the present study was to examine the effects of teachers on student achievement using a longitudinal analysis. The analysis was based on the value-added assessment system implemented in Tennessee. In order to conduct this study, data were collected for two sets of students in one school district. The first set of students began Kindergarten in Spring 2000-Spring 2001 and continued to third grade in the Spring 2003-Spring 2004. The second set began Kindergarten in Spring 2001-Spring 2002 and went through second grade in the Spring 2003-Spring 2004 school year. Using mixed model ANOVAs modeled after Sanders's work, data were examined in thirteen separate analyses using nine independent variables. Year-to-year language arts differences, math differences, and reading differences on the ITBS were the dependent variables. In all of the year-to-year models, teachers were found to have a profound impact on student achievement. Prior achievement level was found to be another important factor in student achievement, with higher achieving students making consistently higher year-to-year gains than lower-achieving students.
Book Synopsis Mathematics Achievement in Tennessee Schools in the Context of Opportunity to Learn by :
Download or read book Mathematics Achievement in Tennessee Schools in the Context of Opportunity to Learn written by and published by . This book was released on 2000 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examines the relationship of student achievement in mathematics and factors purported to influence such achievement. The factors utilized in the study were selected from those contained in accountability reports issued by the state of Tennessee in 1995-96. The student achievement measures were based on four high school end-of-course mathematics tests. Student performance on these tests is examined both in terms of actual scores and value-added measures. This study organizes the available accountability measures in an Opportunity-to-Learn (OTL) framework for the purpose of determining relationships that can inform practice and give policy guidance. 0D0AThe study examined 65 (of 139) school systems in Tennessee in a research design of correlation and multiple regression analyses. Twenty-three independent variables were organized into three OTL categories (fiscal, educational process, and teacher quality) and an "external factors" category. Eight dependent variables represented actual and value-added results on the four tests. 0D0AResults revealed a number of significant relationships; there were relatively fewer and weaker relationships involving value-added measures than actual measures of achievement. Conclusions emphasize the need for continued refinement of the accountability and research goals for the state. Specific recommendations are that the number of variables measured be increased and that the focus and specificity of the variables be increased.
Book Synopsis American Doctoral Dissertations by :
Download or read book American Doctoral Dissertations written by and published by . This book was released on 1997 with total page 806 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Grading Teachers, Grading Schools by : Jason Millman
Download or read book Grading Teachers, Grading Schools written by Jason Millman and published by Corwin. This book was released on 1997-08-15 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: In an extensive review of teacher and school evaluation, one is not likely to find an issue more divisive than the question of how best, in high-stakes contexts, to evaluate how well teachers and schools accomplish their task of educating students. This book explores four contemporary approaches to evaluating the effectiveness of teachers and schools.
Book Synopsis Relationship Between Achievement and Cost, Attendance, and Preparation of Teachers by : Joseph Enoch Carruth
Download or read book Relationship Between Achievement and Cost, Attendance, and Preparation of Teachers written by Joseph Enoch Carruth and published by . This book was released on 1944 with total page 22 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 1032 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis How Well Do Standards-based Teacher Evaluation Scores Identify High-quality Teachers? by : Sarah J. Archibald
Download or read book How Well Do Standards-based Teacher Evaluation Scores Identify High-quality Teachers? written by Sarah J. Archibald and published by . This book was released on 2007 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Beyond Mean Achievement Scores by : Camille Rae Whitney
Download or read book Beyond Mean Achievement Scores written by Camille Rae Whitney and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: In order to ensure that schools support students' learning, educational attainment, success in the workplace and healthy development, we need a robust research literature on student outcomes beyond average achievement test scores. This dissertation includes three papers that report on elementary and secondary student outcomes other than average achievement in order to gain a more nuanced understanding of how students are faring and the effects of school policies and practices. In each paper, I explore outcomes across different types of students (according to categories such as race/ethnicity, income, and language learner status) because assessing heterogeneity in outcomes is essential to being able to address the needs of students from all backgrounds. The first paper examines the prevalence and predictors of class absences in middle and high schools using administrative data from a California district. Prior literature on prevalence of absences has focused on full-day absences or total absences to class without distinguishing whether the student was absent to all their classes or only some of their classes that day. I find that about half of all absences to class are on days the student attended at least one other class, meaning that total absences in secondary school are much higher than official Average Daily Attendance statistics. This finding suggests a need to better understand and address absences to class. I examine the extent to which characteristics of the class and of students predict class absences. Students are substantially more likely to have unexcused absences to first period, followed by seventh period, compared to other periods, while class subject or whether it is a core subject class are less important to student attendance. Black, Hispanic, and low-income students have more unexcused class absences than other students, even with extensive controls or within the same neighborhood or classroom, and first period has a differentially stronger effect on these students. This quantitative analysis can help inform school efforts to reduce absences by indicating the types of classes and students most at risk of class absences. In addition, I identify themes in qualitative interviews with district and school staff regarding reasons for class absences and possible methods for reducing absences. The second paper examines the effects of No Child Left Behind high-stakes accountability on socio-emotional outcomes using the Early Childhood Longitudinal Survey -- Kindergarten Cohort 1998-99 (ECLS-K). Many people have worried that high-stakes testing would lead to worse socio-emotional outcomes such as higher test anxiety and lower interest in school due to teaching to the test. Using a quasi-experimental, difference-in-differences approach, I find a lack of support for the assertion that high-stakes standardized testing hurts students on average in terms of their socio-emotional outcomes. I find no statistically significant effects on average. At the same time, I find substantial differences between impacts for student subgroups, whereby some subgroups such as Hispanic students appear to benefit from consequential accountability while others such as African American students do not. The third paper (coauthored with Ben Master, Susanna Loeb, and Jim Wyckoff) seeks to identify the characteristics and learning experiences of general education teachers who are differentially effective at promoting math achievement among English Language Learners (ELLs) compared to non-ELLs. Many educators have suggested that identifying or developing teachers with skills specific to ELLs' instructional needs may be critical to addressing the achievement gap between ELLs and non-ELLs in math. However, the evidence base to test this assertion is sparse. Our analyses indicate that individual teachers can learn specific skills that make them more effective with ELL students. In particular, while generic years of teaching experience do not differentially affect gains for ELLs compared to non-ELLs, specific prior experience teaching ELLs predicts improvements in novice teachers' differential instructional effectiveness with ELLs. We also find that both in-service and pre-service training focused on ELL-specific instructional strategies are associated with higher gains for a teacher's ELLs relative to their non-ELLs. The findings of this study provide valuable new evidence in support of the notion that general education teachers can develop useful ELL-specific instructional skills, informing efforts by educators and policymakers to improve the quality of instruction that ELLs receive.
Book Synopsis A Comparison of Academic Achievement and Value-Added Grades on the State Report Cards in Tennessee, 2001-2003 by :
Download or read book A Comparison of Academic Achievement and Value-Added Grades on the State Report Cards in Tennessee, 2001-2003 written by and published by . This book was released on 2003 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study uses the state report cards published by the Tennessee Department of Education to compare the academic achievement grades to the value-added grades to determine if there is a relationship between the two grading systems. The data used for this study are from the 2001, 2002, and the 2003 state report cards published for each school using the five subject areas of reading, language, math, science, and social studies. One thousand sixty schools in the state of Tennessee were for this study. The socioeconomic status (SES) of the schools was used as a covariate to determine if the socioeconomic status of the school has an effect on the relationship between achievement grades and value-added grades on the state report card. Schools were grouped into one of three categories. Schools with 0 33% of their students eligible for free/reduced meals were categorized as an upper SES school. Schools with 34-66% of their students eligible for free/reduced meals were categorized as a middle SES school, and schools with 67-100% of their students eligible for free/reduced meals were categorized as a lower SES school. The data used to determine the grades on the report card are based upon the results of the state mandated achievement tests given in the state of Tennessee. The 3 cumulative three year averages of the normal curve equivalent scores (NCEs) are used to determine the achievement grades while the cumulative three-year value-added percentages are used to determine the value-added grades on the state report cards. There was a statistically significant relationship between academic achievement grades and value-added grades in math, language, and social studies on the 2001, 2002, and 2003 state report cards. In reading, the 2002 state report card did not show a significant relationship between the grades while the 2001 and 2003 report cards did indicate a significant relationship. In science, the 2001 and 2003 report cards did not indicate a significant relationship bet.
Book Synopsis Otto E. Miller, Plaintiff-Respondent, Against Fred W. Smythe, Defendant-Appellant by :
Download or read book Otto E. Miller, Plaintiff-Respondent, Against Fred W. Smythe, Defendant-Appellant written by and published by . This book was released on with total page 2124 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Quantitative Study of School Characteristics That Impact Student Achievement on State Assessments and Those Assessmentsâ Associations to ACT Scores in Tennessee by :
Download or read book A Quantitative Study of School Characteristics That Impact Student Achievement on State Assessments and Those Assessmentsâ Associations to ACT Scores in Tennessee 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 whether a significant relationship exists between particular home, student, and school characteristics and ACT scores and the relationship these characteristics subsequently have with the TVAAS grades assigned to each high schoolâs ACT scores. These home, student, and school variables were socioeconomic status, percentage of minority, graduation rate, per-pupil expenditure, Gateway English II scores, and Gateway Algebra I scores. By looking at these variables and the influence they hold on the education of students, I sought to ascertain the fairness that is present when schools and districts are given grades through the TVAAS assessment. The population in this study was students in the Tennessee high schools that had given the Gateway English II test, Gateway Algebra I test, and had TVAAS ACT composite grades. I also examined the influence that variables such as socioeconomic status, percentage of minority students, graduation rate, and per-pupil expenditure have on achievement. Before doing the first phase of this project, I set about to see if assumptions of normality were met. I then analyzed data to establish that certain home, student, and school variables affect achievement. After doing that, I was able to show a strong relationship between these 6 home, student, and school variables and achievement. After establishing predictor variables, I examined the predictor variables and their relationship with the TVAAS ACT composite scores of Above, No Detectable Difference, and Below. These designations from the Tennessee Department of Education are âgradesâ for the schools and districts. The analyses indicated that, indeed, some of these home, student, and school variables such as socioeconomic status and percentage of minority students still have a relationship with the grades, despite the claim that TVAAS measures teacher effectiveness almost exclusively. This study concluded with recommendations that further modificatio.
Book Synopsis Evaluating Value-added Models for Teacher Accountability by : Daniel F. McCaffrey
Download or read book Evaluating Value-added Models for Teacher Accountability written by Daniel F. McCaffrey and published by Rand Corporation. This book was released on 2003 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt: Does value-added modeling (VAM) demonstrate the importance of teachers to student outcomes? The authors clarify the primary questions raised by VAM for measuring teacher effects, review the most important recent applications of VAM, and discuss a variety of statistical and measurement issues that might affect the validity of VAM inferences. The authors identify numerous possible sources of error and bias in teacher effects and recommend a number of steps for future research into these potential errors.
