Read Books Online and Download eBooks, EPub, PDF, Mobi, Kindle, Text Full Free.
School Calendar And The Socioeconomic Achievement Gap
Download School Calendar And The Socioeconomic Achievement Gap full books in PDF, epub, and Kindle. Read online School Calendar And The Socioeconomic Achievement Gap ebook anywhere anytime directly on your device. Fast Download speed and no annoying ads. We cannot guarantee that every ebooks is available!
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 School Calendar and Academic Achievement by : Monica Lucille Huband
Download or read book School Calendar and Academic Achievement written by Monica Lucille Huband and published by . This book was released on 2015 with total page 217 pages. Available in PDF, EPUB and Kindle. Book excerpt: The quantitative, causal-comparative study posed two research questions: (1) What is the relationship between the type of academic calendar and achievement in reading and mathematics for students from low socioeconomic backgrounds? and (2) Does the type of academic calendar affect the amount of summer learning loss experienced by students from low socioeconomic backgrounds. The sample was comprised of 33 year-round schools and 33 traditional calendar schools in a Southeastern state where at least 40% of the student populations were eligible for the federally supported free or reduced-cost lunch program. Archival achievement data were analyzed using an independent samples t test to determine the statistical significance of the relationship between the academic achievement of students from year-round and traditional calendar schools. The summer learning loss experienced in year-round and traditional calendar schools was measured by calculating improvement scores and compared using an independent samples t test. Study results indicated that school calendars did not significantly influence academic achievement or summer learning loss among fourth grade classes from economically disadvantaged schools in a Southeastern state. These results implied that both year-round and traditional school calendars are equally valuable in terms of academic outcomes. This work contributes to the body of knowledge on school calendar modification and the socioeconomic achievement gap. The theoretical foundation for this study was provided by the spaced learning effect because it addressed the potential of spaced learning intervals to increase the rate of students' information retention.
Book Synopsis Socioeconomic Inequality and Student Outcomes by : Louis Volante
Download or read book Socioeconomic Inequality and Student Outcomes written by Louis Volante and published by Springer Nature. This book was released on 2019-08-31 with total page 223 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book examines socioeconomic inequality and student outcomes across various Western industrialized nations and the varying success they have had in addressing achievement gaps in lower socioeconomic status student populations. It presents the national profiles of countries with notable achievement gaps within the respective school-aged student populations, explains the trajectory of achievement results in relation to both national and international large-scale assessment measures, and discusses how relevant education policies have evolved within their national contexts. Most importantly, the national profiles investigate the effectiveness of policy responses that have been adopted to close the achievement gap in lower socioeconomic status student populations. This book provides a cross-national analysis of policy approaches designed to address socioeconomic inequality.
Book Synopsis School Effectiveness and School Improvement by : Louise Stoll
Download or read book School Effectiveness and School Improvement written by Louise Stoll and published by Institute of Education. This book was released on 1995 with total page 8 pages. Available in PDF, EPUB and Kindle. Book excerpt: The last decade has seen a burgeoning of interest in the twin fields of school effectiveness and school improvement by politicians, policy makers and practitioners. For some, the drive has been to raise standards and increase accountability through inspection and assessment measures, believing that the incentive of accountability and market competition will lead to improvement. Alternatively, reform and restructuring have led many people in schools to create their own agenda and ask, ‘How do we know that what we are doing makes a positive difference to our pupils?’ and, ‘What can we do to provide pupils with the best possible education?’ This paper explores the two paradigms that underpin notions of school effectiveness and school improvement. We start with their definitions and aims. Key factors of effectiveness and improvement are examined and fundamental issues discussed. We conclude with a description of attempts to link the two areas of work.
Book Synopsis Teaching the New Basic Skills by : Richard J. Murnane
Download or read book Teaching the New Basic Skills written by Richard J. Murnane and published by . This book was released on 1996-09-04 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt: By telling stories of real people in real businesses and real schools, the book shows the skills students need to get decent jobs and how schools can change to teach those skills.".
Book Synopsis The Effectiveness of an Additional Day School Year Intersession Calendar Program in an Urban School District in Texas by : Ida Perales
Download or read book The Effectiveness of an Additional Day School Year Intersession Calendar Program in an Urban School District in Texas written by Ida Perales and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined Additional Day School Year Intersession Calendar Program (ADSY ICP) effectiveness and its student outcomes for students in Grades 3 through 8 in an urban school district in Texas. This study evaluated the structures and processes of the ADSY ICP and provided evidence to support or oppose implementing an intersession calendar for all student populations. Specifically, the study evaluated the program’s impact on student achievement as measured by STAAR among low-socioeconomic status (SES) students. Three research questions were answered: (a) Does the ADSY ICP meet the goal of closing the achievement gap for low-SES students in Grades 3 through 8? (b) How has the implementation of ADSY ICP been consistent? (c) What are the educators’ perceptions of the ADSY ICP and its effectiveness? The design of the program review incorporated an explanatory sequential mixed-methods approach. In the first quantitative phase of the study, TEA data (e.g., STAAR results) were collected from a district that implemented an ADSY ICP to assess the effectiveness of the program in closing the student achievement gap. The second phase included qualitative data to help explain the quantitative results. This qualitative phase explored the implementation process of the ADSY ICP in an urban school district to analyze its impact on student outcomes, specifically low-SES students. The first research question showed that the gaps were closed based on attendance and SES status for Grades 3 through 5 in reading and Grades 6 through 8 in mathematics. However, the two null hypotheses for elementary students in mathematics and middle school students in reading lacked evidence to suggest that intersession helps close the student achievement gap. For the second and third research questions, each question was answered by six themes of (a) effective communication, (b) intentional planning, (c) use of data, (d) at-risk students, (e) accountability and compliance, and (e) challenges affect effectiveness. The proper implementation of ADSY ICP can effectively provide support to at-risk students, contingent on the fidelity of the program and the competence of the principals and teachers delivering appropriate instruction. Therefore, districts should ensure the development of principals’ leadership skills and train teachers to have the skills for closing the gaps that affect students of economic disadvantage. It is imperative to recognize that the success of all students, particularly those at-risk or economically disadvantaged, is contingent on this focus
Book Synopsis The Achievement Gap by : Michele Wages
Download or read book The Achievement Gap written by Michele Wages and published by Rowman & Littlefield. This book was released on 2018-09-30 with total page 93 pages. Available in PDF, EPUB and Kindle. Book excerpt: The achievement gap is one of the most talked about issues in U.S. education. It shows up in grades, standardized test scores, course selection, dropout rates, and college completion. This book argues that the focus on the gap is misplaced. Today, we need to look at the societal factors that have accumulated over time and have resulted in poverty level pay for teachers, lack of resources in out poorest schools and an abundance of children entering our schools unprepared. Dr. Wages has written a detailed, well documented book that can serve as an informative resource to create an awareness of the multidimensional and complex issues of poverty.
Book Synopsis A Five Year Comparison Between an Extended Year School and a Conventional Year School by : Vanessa Khankeo van der Graaf
Download or read book A Five Year Comparison Between an Extended Year School and a Conventional Year School written by Vanessa Khankeo van der Graaf and published by . This book was released on 2008 with total page 101 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to compare the academic achievement of third grade students in an extended year school to that of third grade students in a conventional school. The problem statement was that both schools were academically deficient according to the requirements of the No Child Left Behind (NCLB) Act. The comparison between the two schools used communication arts and science data from 2002-2006 Missouri Assessment Program (MAP). It also examined the effects of variables such as summer breaks, socioeconomic status, and student attendance that affect student achievement beyond adding more instructional time. Examination of research related to the effects of summer breaks and student achievement uncovered evidence that summer breaks can create an achievement gap in the learning cycle. Also, research concluded that the socioeconomic status of a student can have a clear and negative effect on student achievement. Further research stated that students' attendance rates proved to be a strong predictor of academic performance. The literature revealed different viewpoints on the effects of an extended school year, specifically that more instructional time improves test scores. Regardless of any argument, the controversy of time and learning involves legislators, educators, reformers, students, and the community. Results of the study indicated that there was an association between the type of school calendar, extended versus conventional, and the academic achievement of elementary students as measured by student scores on the MAP. The alternate hypothesis was accepted, which stated that if students attend a school on an extended school year calendar, then MAP scores will be higher than those of students in a similar elementary school who attend school on a conventional calendar. Recommendations for further research were centered on collecting data from districts with similar demographics and school and community planning efforts that focus on using technology to promote academic achievement as a means of broadening and enriching learning time without extending it. In this study, the students who attended an extended year school performed significantly higher on the MAP compared to students who attended a conventional school. One appendix is included: IRB Approval. (Contains 18 tables and 18 figures.).
Book Synopsis Balancing the School Calendar by : Carolyn Kneese
Download or read book Balancing the School Calendar written by Carolyn Kneese and published by Rowman & Littlefield. This book was released on 2009 with total page 193 pages. Available in PDF, EPUB and Kindle. Book excerpt: Balancing the School Calendar is a compilation of perspectives and research reports from those who have experienced the urgent necessity of reorganizing time to effectuate better learning situations for students. Chapter authors have implemented, studied, or contemplated school calendar change and the results of the change.
Book Synopsis The Psychology of Working by : David Blustein
Download or read book The Psychology of Working written by David Blustein and published by Routledge. This book was released on 2013-01-11 with total page 406 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this original and major new work, David Blustein places working at the same level of attention for social and behavioral scientists and psychotherapists as other major life concerns, such as intimate relationships, physical and mental health, and socio-economic inequities. He also provides readers with an expanded conceptual framework within which to think about working in human development and human experience. As a result, this creative new synthesis enriches the discourse on working across the broad spectrum of psychology's concerns and agendas, and especially for those readers in career development, counseling, and policy-related fields. This textbook is ideal for use in graduate courses on counseling and work or vocational counseling.
Book Synopsis Cognitive Development for Academic Achievement by : James P. Byrnes
Download or read book Cognitive Development for Academic Achievement written by James P. Byrnes and published by Guilford Publications. This book was released on 2021-09-01 with total page 466 pages. Available in PDF, EPUB and Kindle. Book excerpt: This integrative text spotlights what educators need to know about children's cognitive development across grade levels (PreK-12) and content areas. The book provides a concise introduction to developmental neuroscience and theories of learning. Chapters on general cognitive abilities probe such crucial questions as what children are capable of remembering at different ages, what explains differences in effort and persistence, and how intelligence and aptitudes relate to learning. Domain-specific chapters focus on the development of key academic skills in reading, writing, math, science, and history. Multiple influences on academic achievement and motivation are explored, including school, family, cultural, and socioeconomic factors. Each chapter concludes with clear implications for curriculum and instruction.
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 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 Trent and published by . This book was released on 2007 with total page 0 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 socio-economic groups in mathematics and reading. Significant differences of
Book Synopsis The Summer Slide by : Karl Alexander
Download or read book The Summer Slide written by Karl Alexander and published by Teachers College Press. This book was released on 2016 with total page 540 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is an authoritative examination of summer learning loss, featuring original contributions by scholars and practitioners at the forefront of the movement to understand—and stem—the “summer slide.” The contributors provide an up-to-date account of what research has to say about summer learning loss, the conditions in low-income children’s homes and communities that impede learning over the summer months, and best practices in summer programming with lessons on how to strengthen program evaluations. The authors also show how information on program costs can be combined with student outcome data to inform future planning and establish program cost-effectiveness. This book will help policymakers, school administrators, and teachers in their efforts to close academic achievement gaps and improve outcomes for all students. Book Features: Empirical research on summer learning loss and efforts to counteract it. Original contributions by leading authorities. Practical guidance on best practices for implementing and evaluating strong summer programs. Recommendations for using program evaluations more effectively to inform policy. Contributors: Emily Ackman, Allison Atteberry, Catherine Augustine, Janice Aurini, Amy Bohnert, Geoffrey D. Borman, Claudia Buchmann, Judy B. Cheatham, Barbara Condliffe, Dennis J. Condron, Scott Davies, Douglas Downey, Ean Fonseca, Linda Goetze, Kathryn Grant, Amy Heard, Michelle K. Hosp, James S. Kim, Heather Marshall, Jennifer McCombs, Andrew McEachin, Dorothy McLeod, Joseph J. Merry, Emily Milne, Aaron M. Pallas, Sarah Pitcock, Alex Schmidt, Marc L. Stein, Paul von Hippel, Thomas G. White, Doris Terry Williams, Nicole Zarrett “A comprehensive look at what’s known about summer’s impact on learning and achievement. It is a wake-up call to policymakers and educators alike” —Jane Stoddard Williams, Chair, Horizons National “Provides the reader with everything they didn’t know about summer learning loss and also provides information on everything we do know about eliminating summer learning loss. Do your school a favor and read this book and then act upon what you have learned.” —Richard Allington, University of Tennessee
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 School Calendar Reform by : Charles E. Ballinger
Download or read book School Calendar Reform written by Charles E. Ballinger and published by R & L Education. This book was released on 2006 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt: The element of time is crucial in the discussion of school reform. Modifying the school calendar is a primary reform effort that enhances the academic agenda of the schools and responds to current issues in American education. School Calendar Reform: Learning in All Seasons reviews all aspects of restructuring the school-year calendar: presents concepts and research pertaining to school-calendar reform; and examines the theory of year-round education so the general public, educators, and policymakers might better understand the issues involved. It also includes definitions of the various types of year-round education, the historical background and recent developments of calendar restructuring, responses to common questions posed by those involved in calendar reform, an explanation of program evaluation, and indicators of school quality. This book will be of interest to administrators, educators, school officials, parents, and the general public. Book jacket.
Book Synopsis School Suggestions by : Elizabeth Marie Hoyer
Download or read book School Suggestions written by Elizabeth Marie Hoyer and published by . This book was released on 2014 with total page 66 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this project is to provide principals and school districts a list of ways to close the achievement gap within their own schools or districts which are aligned to research. Since school funding is often a challenge, especially in schools which serve minority students, the project contains ways to better serve students of low socioeconomic status in ways which most likely do not require additional school funding as well as changes that most likely will require an increase or reallocation of school funding. This project can be of great use for schools who notice an achievement gap specifically between students of low socioeconomic status to those of middle-high socioeconomic status. This document could be used by individual teachers for classroom goal setting or for building leadership teams.
Book Synopsis The Black-White Test Score Gap by : Christopher Jencks
Download or read book The Black-White Test Score Gap written by Christopher Jencks and published by Brookings Institution Press. This book was released on 2011-01-01 with total page 546 pages. Available in PDF, EPUB and Kindle. Book excerpt: " The test score gap between blacks and whites—on vocabulary, reading, and math tests, as well as on tests that claim to measure scholastic aptitude and intelligence--is large enough to have far-reaching social and economic consequences. In their introduction to this book, Christopher Jencks and Meredith Phillips argue that eliminating the disparity would dramatically reduce economic and educational inequality between blacks and whites. Indeed, they think that closing the gap would do more to promote racial equality than any other strategy now under serious discussion. The book offers a comprehensive look at the factors that contribute to the test score gap and discusses options for substantially reducing it. Although significant attempts have been made over the past three decades to shrink the test score gap, including increased funding for predominantly black schools, desegregation of southern schools, and programs to alleviate poverty, the median black American still scores below 75 percent of American whites on most standardized tests. The book brings together recent evidence on some of the most controversial and puzzling aspects of the test score debate, including the role of test bias, heredity, and family background. It also looks at how and why the gap has changed over the past generation, reviews the educational, psychological, and cultural explanations for the gap, and analyzes its educational and economic consequences. The authors demonstrate that traditional explanations account for only a small part of the black-white test score gap. They argue that this is partly because traditional explanations have put too much emphasis on racial disparities in economic resources, both in homes and in schools, and on demographic factors like family structure. They say that successful theories will put more emphasis on psychological and cultural factors, such as the way black and white parents teach their children to deal with things they do not know or understand, and the way black and white children respond to the same classroom experiences. Finally, they call for large-scale experiments to determine the effects of schools' racial mix, class size, ability grouping, and other policies. In addition to the editors, the contributors include Claude Steele, Ronald Ferguson, William G. Bowen, Philip Cook, and William Julius Wilson. "
