Read Books Online and Download eBooks, EPub, PDF, Mobi, Kindle, Text Full Free.
The Relationship Between Students Act Math Subscores And High School Math Course Completion In Tennessee
Download The Relationship Between Students Act Math Subscores And High School Math Course Completion In Tennessee full books in PDF, epub, and Kindle. Read online The Relationship Between Students Act Math Subscores And High School Math Course Completion In Tennessee ebook anywhere anytime directly on your device. Fast Download speed and no annoying ads. We cannot guarantee that every ebooks is available!
Book Synopsis The Relationship Between Students' ACT Math Subscores and High School Math Course Completion in Tennessee by : Jacob A. Carver
Download or read book The Relationship Between Students' ACT Math Subscores and High School Math Course Completion in Tennessee written by Jacob A. Carver and published by . This book was released on 2019 with total page 43 pages. Available in PDF, EPUB and Kindle. Book excerpt: In 2009, President Barack Obama and legislators passed the American Recovery and Reinvestment Act (ARRA), which financed the Race to the Top Fund. To receive funding from the Race to the Top, Tennessee educators and legislators implemented the Tennessee Diploma Project in 2009. The Tennessee Diploma Project increased graduation requirements for students in terms of coursework and assessments. Tennessee educators and legislators anticipated the increased graduation requirements would increase students’ achievement and ACT scores (college readiness skills). In mathematics, the graduation requirement increased from three high school math courses to four high school math courses: Algebra I, Geometry, Algebra II, and an upper-level math course. The purpose of this study was to investigate if a relationship existed between students’ ACT math subscores and the fourth mathematics class they completed in high school in Tennessee. In a sample of 674 students who graduated from a rural high school in Tennessee, the researcher conducted a one-way analysis of variance (ANOVA) and a Welch-Test ANOVA to analyze data from students’ transcripts. The researcher determined a statistically significant relationship existed between students’ ACT math subscores and the fourth mathematics class they completed in high school. The researcher acknowledged some students could have higher ACT math subscores than other students due to completing a particular fourth mathematics course in Tennessee high schools. The researcher encouraged educators to adjust their mathematics curriculum to maximize students’ performance and improve students’ college and career readiness skills.
Book Synopsis The Associations Between the Scores on the ACT Test and Tennessee?s Value-Added Assessment in 281 Tennessee High Schools by :
Download or read book The Associations Between the Scores on the ACT Test and Tennessee?s Value-Added Assessment in 281 Tennessee High Schools 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 this study was to explore the relationships between and among various demographic and test score data with American College Testing (ACT) scores in 281 Tennessee high schools. This study also addressed which high school characteristics were related to the number of students meeting the ACT requirement for Tennessee lottery scholarships. In addition, this study examined Tennessee Value Added Assessment Systemâs (TVAAS) assessment of ACT scores and its distribution of grades to Tennessee's high schools based upon its Value-Added analysis. The researcher performed correlations and multivariable linear regressions using socioeconomic status, ethnicity, dropout rate, graduation rate, attendance, average daily membership, per-pupil expenditure, teacher salary, Gateway exams, English I scores, and math foundations scores as independent variables and ACT scores as the dependent variable. The strengths of the correlations were examined and the best combination of independent variables was used to predict future ACT scores. Schools were divided into quartiles, based upon average daily membership and attendance rates, in order to analyze the differences in r2 values among the quartiles when running regressions to predict ACT scores. Quartiles, based upon the percentage of students qualifying for free/reduced meals, ethnicity, and average daily membership were used to study the difference in TVAASâ grade distribution based upon its assessment of ACT scores. The findings indicated that English I and II scores are most strongly associated with ACT composite scores including the four ACT subtests: math, English, reading, and science. English scores were found to be more strongly associated with ACT math scores than Algebra I scores and more strongly associated with ACT science scores than biology scores. It was found that the 21 composite ACT score requirements of Tennesseeâs lottery scholarships predominantly favored Caucasian students who did not qualify for free.
Book Synopsis The Impact of Common Core State Standards Initiative on Math ACT Scores of West Tennessee High School Students by :
Download or read book The Impact of Common Core State Standards Initiative on Math ACT Scores of West Tennessee High School Students written by and published by . This book was released on 2015 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Predicting Success of Developmental and Core Mathematics Students at East Tennessee State University by :
Download or read book Predicting Success of Developmental and Core Mathematics Students at East Tennessee State University written by and published by . This book was released on 2005 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt: Current regulations in the Tennessee Board of Regents system place students into developmental or regular classes based solely on scores on either the ACT or COMPASS. This study examined whether a combination of other readily available factors might better predict a student's success. Students at East Tennessee State University taking elementary algebra, intermediate algebra, and probability and statistics (the core math class at the university) were surveyed in Fall, 2004, to find out when they took their last mathematics class in high school and what mathematics courses they took in high school. Other variables were obtained from the student information system when available: age; ACT/SAT composite, mathematics, and reading scores or COMPASS reading, arithmetic, and intermediate algebra scores; overall high school GPA, and final grade in the course they were taking. End-of-semester grades (the dependent variables) were correlated with the other independent variables. Stepwise multiple regression equations were attempted for each course -- one for students with ACT scores and another for students with COMPASS scores -- to see whether several of the independent variables together could predict these grades. For students in elementary algebra, end-of-course grades were significantly correlated with COMPASS reading scores and overall high school GPA. Grades in intermediate algebra were significantly correlated with ACT mathematics and English scores, COMPASS arithmetic and intermediate algebra scores, number of college preparatory mathematics classes taken in high school, and overall high school GPA. Grades in probability and statistics were correlated with the same variables as intermediate algebra except for COMPASS reading. Regression equations to predict grades were possible for traditional age students (students with ACT scores) in all three courses with high school GPA and a few other scores as independent variables. For nontraditional students, the regression equations were only possible for intermediate algebra and statistics using COMPASS arithmetic scores. No regression equation was possible for elementary algebra. The equations found could be used to target students who might be in danger of failing and be referred to additional sources of help. It is further recommended that study be repeated for spring and summer semesters.
Book Synopsis The Relationship Between Completing the Applications of Mathematical Reasoning Course and High School to Community College Transitions by : Joyce D. Hammer
Download or read book The Relationship Between Completing the Applications of Mathematical Reasoning Course and High School to Community College Transitions written by Joyce D. Hammer and published by . This book was released on 2012 with total page 177 pages. Available in PDF, EPUB and Kindle. Book excerpt: In 2004, the Transition Mathematics Project (TMP), funded by the state of Washington and The Bill and Melinda Gates Foundation, was established to create projects to help high school students gain the necessary skills to become college and work-ready. Aligned to TMP's College Readiness Mathematics Standards, a fourth-year capstone mathematics course was developed and implemented, titled Applications in Mathematical Reasoning (AMR), a rigorous course option for students to take during their senior year of high school. The purpose of this study was to explore any relationship between taking the AMR course and preparation for college level mathematics. Using causal-comparative study design and matching participants in the sample, variables were examined based on the number of precollege courses taken; college level math course completed and grade earned; and placement test results for students who took the AMR course compared to those students who took no mathematics during their high school senior year. Though findings for precollege and college level course-taking were inconclusive, mathematics placement test scores were found to be significantly higher for those students who completed the AMR course. The placement test findings supported other research that links rigorous mathematics courses taken in high school with improved college placement and persistence. Based on the research examined and the study findings, there was support to consider the following: (a) creating alternate but rigorous math course offerings for the high school senior year; (b) striving toward a four-years of mathematics graduation requirement for all high schools; (c) enacting mandatory placement at the community college for students placing into precollege courses; and (d) reducing barriers to successful transition between high schools and post secondary institutions by fostering K-16 communication, aligning standards, and improving course alignment.
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 Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2006 with total page 580 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The College Board College Handbook 2004 by : College Board
Download or read book The College Board College Handbook 2004 written by College Board and published by . This book was released on 2003-07-15 with total page 2120 pages. Available in PDF, EPUB and Kindle. Book excerpt: This is the only guide to all 3,600 four-year and two-year colleges in the United States for those seeking complete college information.
Book Synopsis The College Board College Handbook by :
Download or read book The College Board College Handbook written by and published by . This book was released on 2004 with total page 2124 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Court Systems and Practices by : ALEC Instructional Materials Service
Download or read book Court Systems and Practices written by ALEC Instructional Materials Service and published by . This book was released on 2017-09 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: An overview of the judiciary in the criminal justice system; including instruction relative to the American courts system, the nature of criminal law, criminal procedure and the judicial process, and the juvenile justice system.
Book Synopsis Reading More, Reading Better by : Elfrieda H. Hiebert
Download or read book Reading More, Reading Better written by Elfrieda H. Hiebert and published by Guilford Press. This book was released on 2009-05-05 with total page 289 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teaching students specific literacy skills is important--but equally critical, and often overlooked, is giving them the time and opportunity to read actual texts. Bringing together leading scholars, this book focuses on how teachers can improve both the quality and quantity of reading experiences in K-12 classrooms. Essential topics include factors that make reading tasks more or less productive for different types of learners, ways to balance independent reading with whole-class and small-group instruction, how to choose appropriate texts, and the connections between reading engagement and proficiency. The relevant research literature is reviewed, and exemplary practices and programs are described.
Book Synopsis The College Handbook by : College Entrance Examination Board
Download or read book The College Handbook written by College Entrance Examination Board and published by . This book was released on 1998 with total page 1818 pages. Available in PDF, EPUB and Kindle. Book excerpt: Presents information on 4-year colleges and universities and 2-year community colleges and technical schools.
Book Synopsis Mathematics Assessment and Evaluation by : Thomas A. Romberg
Download or read book Mathematics Assessment and Evaluation written by Thomas A. Romberg and published by SUNY Press. This book was released on 1992-01-01 with total page 380 pages. Available in PDF, EPUB and Kindle. Book excerpt: Are current testing practices consistent with the goals of the reform movement in school mathematics? If not, what are the alternatives? How can authentic performance in mathematics be assessed? These and similar questions about tests and their uses have forced those advocating change to examine the way in which mathematical performance data is gathered and used in American schools. This book provides recent views on the issues surrounding mathematics tests, such as the need for valid performance data, the implications of the Curriculum and Evaluation Standards for School Mathematics for test development, the identification of valid items and tests in terms of the Standards, the procedures now being used to construct a sample of state assessment tests, gender differences in test taking, and methods of reporting student achievement.
Book Synopsis The Official ACT Prep Guide, 2018 by : ACT
Download or read book The Official ACT Prep Guide, 2018 written by ACT and published by John Wiley & Sons. This book was released on 2017-06-09 with total page 724 pages. Available in PDF, EPUB and Kindle. Book excerpt: The only guide from the ACT organization, the makers of the exam, revised and updated for 2017 and beyond The Official ACT Prep Guide, 2018 Edition, Revised and Updated is the must-have resource for college bound students. The guide is the go-to handbook for ACT preparation and the only guide from the makers of the exam. The book and online content includes the actual ACT test forms (taken from real ACT exams). In addition, this comprehensive resource has everything students need to know about when they are preparing for and taking the ACT. The book contains information on how to register for the exam, proven test-taking strategies, ideas for preparing mentally and physically, gearing up for test day, and much more. This invaluable guide includes additional questions and material that contains articles on everything from preparing a standout college application and getting into your top-choice school to succeeding in college The bestselling prep guide from the makers of the ACT test Offers bonus online content to help boost college readiness Contains the real ACT test forms used in previous years This new edition offers students updated data on scoring your writing test, new reporting categories, as well as updated tips on how to do your best preparing for the test and on the actual test day from the team at ACT. It also offers additional 400 practice questions that are available online.
Book Synopsis The Cailiffs of Baghdad, Georgia: A Novel by : Mary Helen Stefaniak
Download or read book The Cailiffs of Baghdad, Georgia: A Novel written by Mary Helen Stefaniak and published by W. W. Norton & Company. This book was released on 2011-09-19 with total page 352 pages. Available in PDF, EPUB and Kindle. Book excerpt: A hidden history of the South emerges when a worldly teacher leads Threestep, GA, to reinvent itself, setting in motion events that lead to triumph and tragedy for the black teenager who happens to be the smartest person in Piedmont County, Georgia, in 1938–39. As an epigraph from The Souls of Black Folk by W. E. B. Du Bois reminds us at the start of this novel, "Throughout history, the powers of single black men flash here and there like falling stars, and die sometimes before the world has rightly gauged their brightness." Protagonist Theo Boykin is a genius, an artist, an inventor, a Leonardo DaVinci–type, whose talents are sought after by local blacks and whites alike, but even this is not enough to save him. He falls victim to "the tragedy of ignorance and the damage caused by fear," in the words of poet Rita Dove—the first African American to serve as U.S. Poet Laureate and a member of the jury that conferred on The Cailiffs of Baghdad, Georgia the 2011 Anisfield-Wolf Award for books that "make a significant contribution to our understanding of racism and our appreciation for the diversity of human cultures." You won't forget Theo Boykin, nor will you forget his friends the Cailiffs, especially Gladys, who tells this story with love and bewilderment, and the teacher, Miss Spivey, who changes all their lives.
Book Synopsis Reform in School Mathematics and Authentic Assessment by : Thomas A. Romberg
Download or read book Reform in School Mathematics and Authentic Assessment written by Thomas A. Romberg and published by SUNY Press. This book was released on 1995-01-01 with total page 312 pages. Available in PDF, EPUB and Kindle. Book excerpt: Today new ways of thinking about learning call for new ways for monitoring learning. Reform in School Mathematics builds from the vision that assessment can become the bridge for instructional activity, accountability, and teacher development. It places teachers in key roles while developing the theme that we cannot reform the way in which school mathematics is taught without radically reforming the ways the effects of that teaching are monitored. Among others, this volume addresses the issues of the specification of performance standards, the development of authentic tasks, the measure of status and growth or a combination, the development of psychometric models, and the development of scoring rubrics. The new models proposed in this book give teachers a wealth of nontraditional assessment strategies and concrete ways to obtain measures of both group and individual differences in growth.
Download or read book CoCA 2009 written by Ray C. Freeman III and published by Lulu.com. This book was released on 2009-12-29 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt:
