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Impact Of Professional Development Expenditures On Student Achievement In Texas Public Schools
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Book Synopsis Impact of Professional Development Expenditures on Student Achievement in Texas Public Schools by : Jason L. Johnson
Download or read book Impact of Professional Development Expenditures on Student Achievement in Texas Public Schools written by Jason L. Johnson and published by . This book was released on 2013 with total page 152 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Relationship Between Professional Development Expenditures and Student Achievement by : Elizabeth A. Dalton
Download or read book Relationship Between Professional Development Expenditures and Student Achievement written by Elizabeth A. Dalton and published by . This book was released on 2010 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was based on convergence of two educational theories: 1) that professional development improves teacher quality and instructional practices and therefore positively affects student achievement and 2) allocation of school resources positively affects student achievement. It is a common educational belief that professional development activities influence teacher quality through increased content knowledge and instructional skills. It is assumed that once teachers incorporate new teaching skills, students will be more engaged in learning, and student achievement will increase. Recent research on professional development effectiveness provided little empirical evidence of professional development effectiveness (Guskey & Yoon, 2009). This study extended professional development effectiveness and resource allocation theories to professional development expenditures and student achievement. The research question was: What is the relationship between professional development expenditures and student achievement? This study collected and analyzed professional development expenditures and student achievement data for 2007 for middle and high schools (N=426, N=1234 respectively) in Texas. A partial correlation, controlling for socioeconomic status and English proficiency, revealed that there is no relationship between professional development expenditures and 8th grade student achievement in language arts, mathematics, social studies, and science. High school results revealed small, but negative relationships between professional development expenditures and student achievement in English, mathematics, and science. Consequently, the study concluded that expenditures for professional development are not yielding positive returns in the student achievement domain.
Book Synopsis Resource Allocation and Individual Student Achievement Over Time by : Celia Avant Drews
Download or read book Resource Allocation and Individual Student Achievement Over Time written by Celia Avant Drews and published by . This book was released on 2007 with total page 300 pages. Available in PDF, EPUB and Kindle. Book excerpt: With increasing public school accountability and inevitable legislation in the future of the school finance system, educational productivity is of paramount concern in 2006 and beyond. This study of educational productivity adds to the field of research by examining the relationship between resource allocation in a school district and student performance. PURPOSE: This study examined the relationship between allocation of resources and individual student achievement as measured by state-mandated assessments over a four year period. Four research questions guided the inquiry: 1) What is the relationship between expenditures on district leadership and student achievement for K-12 public school districts in Texas as measured by the Reading and Mathematics Texas Assessment of Knowledge and Skills (TAKS) at grades 3, 4, 5, and 6 over four academic years, 2002-2003 through 2005-2006? 2) What is the relationship between expenditures on campus leadership and student achievement for K-12 public school districts in Texas as measured by the Reading and Mathematics TAKS at grades 3, 4, 5, and 6 over four academic years, 2002-2003 through 2005-2006? 3) What is the relationship between expenditures on instruction and student achievement for K-12 public school districts in Texas as measured by the Reading and Mathematics TAKS at grades 3, 4, 5, and 6 over four academic years, 2002-2003 through 2005-2006? 4) What is the relationship between expenditures on professional development and student achiement for K-12 public school districts in Texas as measured by the Reading and Mathematics TAKS at grades 3, 4, 5, and 6 over four academic years, 2002-2003 through 2005-2006? METHODS: Data from 8,120 students within 43 districts across the state of Texas who participated in TAKS math and reading in grades three, four, five, and six for school years 2002-2003 through 2005-2006 were used in the analyses. Data was obtained from each of the 43 participating districts. Financial data for school years 2002-2003 through 2005-2006 was obtained online from the Texas Education Agency (TEA). Descriptive statistics and One Way Analysis of Variance (ANOVA) were used to examine the relationships between expenditures and reading and math achievement. A multilevel growth model was calculated to explain the amount of variation at the campus or student level as well as the district level. FINDINGS: Results of this study support the mixed findings of previous research in that some expenditures impact achievement and some do not. By categorizing percent of a district budget expended on each fund area into low, median, and high, results revealed that there is a difference between how much districts spent for district leadership and both reading and math achievement over the time period of this study, 2002-2003 through 2005-2006. Results of the multilevel growth modeling revealed that students who were coded low socioeconomic status (SES) started lower for both math and reading achievement. Additionally, low SES students' scores for math and reading achievement actually declined three to five points for each year of the study. Expenditures on district leadership had no effect on reading or math achievement over the time of this study. Results for expenditures on campus leadership revealed that districts who spent more on campus leadership started slightly lower on reading achievement but there was no effect on growth over time. For math achievement, districts who spent more on campus leadership began 62 points higher, but declined about 48 points for each year of the study. In regard to expenditures on instruction, there was no effect for math achievement. However, for reading achievement, districts who spent more on instruction started slightly higher, but there was no effect over the time of the study. Districts who expended higher percentages of the budget on professional development had higher starting points for grade three TAKS reading. However, those same districts started slightly lower for grade three TAKS math. While expenditures examined in this study had some effect on student achievement, expenditures at the district level are too far removed to reveal the true effects on individual student achievement.
Book Synopsis The Impact of Fund Balance and Instructional Expenditures on Student Achievement in Texas Public Schools by : Peggy N. Malone
Download or read book The Impact of Fund Balance and Instructional Expenditures on Student Achievement in Texas Public Schools written by Peggy N. Malone and published by . This book was released on 2000 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis An Analysis of the Relationship of Professional Learning Community Implementation in Texas High Schools and Student Achievement by : Laura Lee Johnson-Estes
Download or read book An Analysis of the Relationship of Professional Learning Community Implementation in Texas High Schools and Student Achievement written by Laura Lee Johnson-Estes and published by . This book was released on 2009 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the age of No Child Left Behind and increased accountability for education, educational leaders continue to seek an organizational reform model that will positively impact student achievement. Educational literature promotes the Professional Learning Community (PLC) model as a viable option to increase student achievement. This study sought to determine if a relationship exists between the perceived implementation of the PLC model and student academic achievement defined as Exit Level Texas Assessment of Knowledge and Skills in math, English language arts, science and social studies. The empirical research of Hord (2004) was combined with the work of practitioners DuFour and Eaker (1998) to develop the Organizational Structure Self Assessment (OSSA). This research began with a pilot study to test the OSSA. Once the OSSA was finalized, a stratified random sample of Texas high schools was selected and the OSSA was distributed to 380 high school principals representing all regions in the state of Texas. A total of 114 schools responded to the study. A hierarchical regression was used to determine if a relationship exists between PLC implementation and student achievement. Student economic status, language proficiency and instructional expenditures were controlled in order to partial out extraneous effects of these variables. The research study detected no relationship between having a common belief system (mission, vision, values, and goals) and academic achievement in math, English language arts, science, and social studies. A relationship was not revealed between a focus on continuous improvement and student academic achievement. A relationship was not found between collaboration and high school academic achievement. Finally, a relationship was not confirmed between sustainability and student academic achievement. The interaction of the four domains was not shown to be related to academic achievement in the four core content areas. Although no relationships were revealed between PLC domains and student achievement, virtually all participating schools reported some degree of compliance with the principles of the Professional Learning Community. Therefore the resulting restricted range of implementation could not answer the research questions with certainty. The question of whether PLC principles enhanced school performance is still open for further investigation.
Book Synopsis Professional Development by : Jennifer L. Thayer
Download or read book Professional Development written by Jennifer L. Thayer and published by . This book was released on 2004 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author :Lyndon B. Johnson School of Public Affairs. Policy Research Project on Texas Public Education Reform Publisher : ISBN 13 : Total Pages :138 pages Book Rating :4.:/5 ( download)
Book Synopsis Preparing for the 21st Century by : Lyndon B. Johnson School of Public Affairs. Policy Research Project on Texas Public Education Reform
Download or read book Preparing for the 21st Century written by Lyndon B. Johnson School of Public Affairs. Policy Research Project on Texas Public Education Reform and published by . This book was released on 1994 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Reinventing Public Education by : Paul Hill
Download or read book Reinventing Public Education written by Paul Hill and published by University of Chicago Press. This book was released on 2009-02-15 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt: A heated debate is raging over our nation’s public schools and how they should be reformed, with proposals ranging from imposing national standards to replacing public education altogether with a voucher system for private schools. Combining decades of experience in education, the authors propose an innovative approach to solving the problems of our school system and find a middle ground between these extremes. Reinventing Public Education shows how contracting would radically change the way we operate our schools, while keeping them public and accessible to all, and making them better able to meet standards of achievement and equity. Using public funds, local school boards would select private providers to operate individual schools under formal contracts specifying the type and quality of instruction. In a hands-on, concrete fashion, the authors provide a thorough explanation of the pros and cons of school contracting and how it would work in practice. They show how contracting would free local school boards from operating schools so they can focus on improving educational policy; how it would allow parents to choose the best school for their children; and, finally, how it would ensure that schools are held accountable and academic standards are met. While retaining a strong public role in education, contracting enables schools to be more imaginative, adaptable, and suited to the needs of children and families. In presenting an alternative vision for America’s schools, Reinventing Public Education is too important to be ignored.
Author :United States. Congress. House. Committee on Education and the Workforce. Subcommittee on Postsecondary Education, Training, and Life-long Learning Publisher : ISBN 13 : Total Pages :146 pages Book Rating :4.F/5 ( download)
Book Synopsis Improving Student Achievement by : United States. Congress. House. Committee on Education and the Workforce. Subcommittee on Postsecondary Education, Training, and Life-long Learning
Download or read book Improving Student Achievement written by United States. Congress. House. Committee on Education and the Workforce. Subcommittee on Postsecondary Education, Training, and Life-long Learning and published by . This book was released on 1999 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Relationship of Technology Expenditures to Student Achievement in Texas Public School Districts by :
Download or read book Relationship of Technology Expenditures to Student Achievement in Texas Public School Districts written by and published by . This book was released on 2005 with total page 187 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Transforming Professional Development Into Student Results by : Douglas B. Reeves
Download or read book Transforming Professional Development Into Student Results written by Douglas B. Reeves and published by ASCD. This book was released on 2010-04-15 with total page 170 pages. Available in PDF, EPUB and Kindle. Book excerpt: Provides a blueprint for how to ensure professional development can improve student learning by focusing on, evidence of student learning, feedback on teacher and principal decisions, and depth of implementation.
Book Synopsis District Leadership That Works by : Robert J. Marzano
Download or read book District Leadership That Works written by Robert J. Marzano and published by Solution Tree Press. This book was released on 2009-11-01 with total page 297 pages. Available in PDF, EPUB and Kindle. Book excerpt: Bridge the great divide between distanced administrative duties and daily classroom impact. This book introduces a top-down power mechanism called defined autonomy, a concept that focuses on district-defined, nonnegotiable, common goals and a system of accountability supported by assessment tools. Defined autonomy creates an effective balance of centralized direction and individualized empowerment that allows building-level staff the stylistic freedom to respond quickly and effectively to student failure.
Book Synopsis Considering Adequacy by : Lori Turley
Download or read book Considering Adequacy written by Lori Turley and published by . This book was released on 2009 with total page 150 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Relationship Between Student Achievement and Professional Development by : Laura Hoefling
Download or read book The Relationship Between Student Achievement and Professional Development written by Laura Hoefling and published by . This book was released on 2015 with total page 23 pages. Available in PDF, EPUB and Kindle. Book excerpt: Professional development for educators is a yearly process that is created by districts in an effort to improve student achievement. This a comparative study that examines faculty member's opinions on the effectiveness of professional development and how that impacts student data. The study compares data of a northwestern school district between the years of 2009-2013 to analyze how student performance progressed while researched based professional development was being implemented. The findings of this study suggest that this Northwest Missouri school district is working to create high quality professional development that relates to School Improvement plans and helps both students and teachers be successful. Future research should focus on the impact of specific professional development and find what programs have the greatest impact on student learning and instructional strategies.
Book Synopsis The Impact of the Texas State Accountability System on Classroom Practices by : Lisa Ann McClard Bertrand
Download or read book The Impact of the Texas State Accountability System on Classroom Practices written by Lisa Ann McClard Bertrand and published by . This book was released on 2006 with total page 214 pages. Available in PDF, EPUB and Kindle. Book excerpt: Focusing on classroom teachers in grade three to five classrooms, this book determines, which methods most help students to achieve at the mandated levels.
Book Synopsis The Effects Of Teachers' Professional Development On Student Achievement In Community School District #2... ED445055... U.S. Department Of Education by : United States. Office of Educational Research and Improvement
Download or read book The Effects Of Teachers' Professional Development On Student Achievement In Community School District #2... ED445055... U.S. Department Of Education written by United States. Office of Educational Research and Improvement and published by . This book was released on 2001* with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Examining the Effects of Elementary Professional Development Schools on Student Achievement Using Hierarchical Linear Modeling by : Juanling Li Grissom
Download or read book Examining the Effects of Elementary Professional Development Schools on Student Achievement Using Hierarchical Linear Modeling written by Juanling Li Grissom and published by . This book was released on 2003 with total page 340 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the effects of professional development schools (PDSs) on student academic achievement in Jefferson County Public Schools (JCPS). PDSs were primarily designed to improve teacher preparation, but also to improve student achievement. The research is the first systematic evaluation of the effects of PDSs on student outcomes in JCPS. By combining two other streams of study-school effects research and Kentucky school reform-the research established a comprehensive model of measuring school effects in PDSs. Hierarchical linear modeling (HLM) was the analytic method used in this research. The Commonwealth Accountability Testing System (CATS), the accountability measurement of Kentucky school reform, was the outcome measure of PDSs in this study. The study used a two-level HLM: student-level and classroom-level. Three models were used: the one-way ANOVA model with random effects, the random coefficient model, and the intercepts-as-outcomes model. The study compares student achievement in classrooms in seven PDS elementary schools with student achievement in classrooms in seven non-PDS elementary schools. Consistent with the literature, three student-level variables-student socioeconomic status (SES), two-parent family status, and minority status-were significant predictors of student achievement in most models. The associations between classroom-level predictors and classroom mean achievement were mixed. Classroom mean SES was a significant predictor in three models. Classroom mean two-parent family status was a significant predictor in two models. Classroom mean minority status was not associated with student outcomes. PDS was associated with higher achievement only in Grade 4 science. The conclusion is that the association between PDS and student achievement differed across four academic outcomes. The uniqueness of this study was that it not only used comparison groups, but also an advanced methodology (HLM) that separated student characteristics from classroom characteristics. By controlling for the difference explained by student characteristics, the researcher identified PDS effects in one outcome.
