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How Apportionment Of District Money Is Associated With Differences In The Grade 8 Mathematics And Reading Achievement Scores For Minnesota Students
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Book Synopsis How Apportionment of District Money is Associated with Differences in the Grade 8 Mathematics and Reading Achievement Scores for Minnesota Students by : MaryJo O'Connell Smith
Download or read book How Apportionment of District Money is Associated with Differences in the Grade 8 Mathematics and Reading Achievement Scores for Minnesota Students written by MaryJo O'Connell Smith and published by . This book was released on 1999 with total page 424 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Following the Money by : James William Lianides
Download or read book Following the Money written by James William Lianides and published by . This book was released on 2006 with total page 488 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 1999 with total page 734 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis American Doctoral Dissertations by :
Download or read book American Doctoral Dissertations written by and published by . This book was released on 1998 with total page 784 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Minnesota School Finance by : Marsha Gronseth
Download or read book Minnesota School Finance written by Marsha Gronseth and published by . This book was released on 1986 with total page 88 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Current Law Index written by and published by . This book was released on 2005 with total page 1642 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Subgroup Achievement and Gap Trends by : Center on Education Policy
Download or read book Subgroup Achievement and Gap Trends written by Center on Education Policy and published by . This book was released on 2009 with total page 18 pages. Available in PDF, EPUB and Kindle. Book excerpt: This year the Center on Education Policy analyzed data on the achievement of different groups of students in two distinct ways. First, it looked at grade 4 test results to determine whether the performance of various groups improved at three achievement levels--basic and above, proficient and above, and advanced. Second, it looked at gaps between these groups at the proficient level across three grades (grade 4, grade 8 in most cases, and a high school grade). These two types of analyses show whether elementary school achievement has generally gone up for different groups of students and whether achievement gaps at different grade levels have narrowed, widened, or stayed the same. This paper profiles the student subgroup achievement and gap trends in Minnesota. A clear trend of gains for nearly all student groups at all three achievement levels could be seen in math, while an opposite trend of declines for almost all groups at all three achievement levels was apparent in reading. Achievement gaps widened more often than they narrowed. (Contains 9 tables.) [For the main report, "State Test Score Trends through 2007-08, Part 3: Are Achievement Gaps Closing and Is Achievement Rising for All?", see ED507909.].
Book Synopsis The Nation's Report Card Reading 2013 State Snapshot Report. Minnesota. Grade 8, Public Schools by : National Center for Education Statistics (ED)
Download or read book The Nation's Report Card Reading 2013 State Snapshot Report. Minnesota. Grade 8, Public Schools written by National Center for Education Statistics (ED) and published by . This book was released on 2013 with total page 1 pages. Available in PDF, EPUB and Kindle. Book excerpt: Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Minnesota was 271. This was higher than the average score of 266 for public school students in the nation. The average score for students in Minnesota in 2013 (271) was not significantly different from their average score in 2011 (270) and was higher than their average score in 1998 (265). The score gap between higher performing students in Minnesota (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 42 points in 2013. This performance gap was not significantly different from that in 1998 (42 points). ?The percentage of students in Minnesota who performed at or above the NAEP "Proficient" level was 41 percent in 2013. This percentage was not significantly different from that in 2011 (39 percent) and was greater than that in 1998 (36 percent). The percentage of students in Minnesota who performed at or above the NAEP "Basic" level was 82 percent in 2013. This percentage was not significantly different from that in 2011 (81 percent) and was greater than that in 1998 (78 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.].
Book Synopsis The Nation's Report Card Mathematics 2013 State Snapshot Report. Minnesota. Grade 8, Public Schools by : National Center for Education Statistics (ED)
Download or read book The Nation's Report Card Mathematics 2013 State Snapshot Report. Minnesota. Grade 8, Public Schools written by National Center for Education Statistics (ED) and published by . This book was released on 2013 with total page 1 pages. Available in PDF, EPUB and Kindle. Book excerpt: Results from the 2013 NAEP assessments show fourth-and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Minnesota was 295. This was higher than the average score of 284 for public school students in the nation. The average score for students in Minnesota in 2013 (295) was not significantly different from their average score in 2011 (295) and was higher than their average score in 1990 (275). The score gap between higher performing students in Minnesota (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 48 points in 2013. This performance gap was not significantly different from that in 1990 (43 points). The percentage of students in Minnesota who performed at or above the NAEP "Proficient" level was 47 percent in 2013. This percentage was not significantly different from that in 2011 (48 percent) and was greater than that in 1990 (23 percent). The percentage of students in Minnesota who performed at or above the NAEP "Basic" level was 83 percent in 2013. This percentage was not significantly different from that in 2011 (83 percent) and was greater than that in 1990 (67 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.].
Book Synopsis The State Mathematics Achievement in Minnesota, the Trial State Assessment at Grade Eight by :
Download or read book The State Mathematics Achievement in Minnesota, the Trial State Assessment at Grade Eight written by and published by . This book was released on 1991 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis School, Family, and Community Partnerships by : Joyce L. Epstein
Download or read book School, Family, and Community Partnerships written by Joyce L. Epstein and published by Corwin Press. This book was released on 2018-07-19 with total page 508 pages. Available in PDF, EPUB and Kindle. Book excerpt: Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.
Book Synopsis Improving Student Achievement by : David Waltz Grissmer
Download or read book Improving Student Achievement written by David Waltz Grissmer and published by Rand Corporation. This book was released on 2000 with total page 320 pages. Available in PDF, EPUB and Kindle. Book excerpt: Fifty states, fifty different educational policies and practices. Which practices are best? The authors find that state test scores differ mainly due to population and family characteristics, not because of different schools or policies. This analysis has been long awaited by the 4.1 million educators in the K-12 system nationwide.
Download or read book Resources in Education written by and published by . This book was released on 1995 with total page 334 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Differences in Spending in School Districts Across Geographic Locales in Minnesota. Issues & Answers. REL 2012-No. 124 by : Yinmei Wan
Download or read book Differences in Spending in School Districts Across Geographic Locales in Minnesota. Issues & Answers. REL 2012-No. 124 written by Yinmei Wan and published by . This book was released on 2012 with total page 51 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examines the relationship between school district expenditures and district characteristics, including regional features (enrollment size, student population density, labor costs, and geographic remoteness) and level of student need (percentages of students eligible for free or reduced-price lunch, of special education students, and of English language learner students). Prior research has found that each of these factors has been associated with differences in expenditures across districts. This study examines five types of district spending per student for prekindergarten-grade 12: general fund expenditures, instruction and instruction-related expenditures, administration expenditures, student support expenditures, and transportation expenditures. The analysis finds that during the 2008/09 school year, rural districts accounted for 65 percent of Minnesota school districts and 25 percent of students. Further, district expenditures, regional characteristics, and level of student need varied across locale types. Expenditure patterns across locales differed with the type of expenditure. Total general fund expenditures per student and instruction and instruction-related expenditures per student were highest in city districts and above the state average in suburban, rural-remote, and town-remote districts. Student support expenditure per student was highest in city districts and lowest in town-remote and town-distant districts. Administration and transportation expenditures per student were above average in rural-remote and city districts and below average in the remaining locales. Regional characteristics and level of student need also varied across locale types. Compared with other locales, rural-remote districts had lower enrollment, lower student population density, longer drive time to the center of the nearest urban area, and higher percentages of special education students and students eligible or reduced-price lunch (a measure of economic disadvantage). Within rural and town districts, the percentage of special education students and economically disadvantaged students increased with remoteness. The percentage of English language learner students was highest in city and suburban districts. Regression analysis indicated that once regional characteristics and levels of student need were taken into account, district locale was not a statistically significant predictor of expenditures per student on administration, student support services, and transportation. Differences across locales in total general fund expenditures per student and instruction and instruction-related expenditures per student remained statistically significant predictors, but their shares in the overall variation in these expenditures fell considerably (from 16 percent to 3 percent for total general fund expenditures and from 19 percent to 6 percent for instruction expenditures). For these two expenditure types, only differences between town-remote districts and rural-remote and rural-distant districts were statistically significant. On the whole, regional characteristics and level of student need accounted for much of the variation in expenditures per student between districts in different geographic locales, but unexplained differences remained for Minnesota's most remote town and most remote rural districts. Appended are: (1) The literature on financing rural education; (2) Data and data sources; (3) Sample statistics and methodology; (4) Regression model results; and (5) Outliers dropped from the regression analysis. (Contains 3 boxes, 21 figures, 13 tables and 28 notes.) [For "Differences in Spending in School Districts across Geographic Locales in Minnesota. Summary. Issues & Answers. REL 2012-No. 124," see ED532662.].
Download or read book Minnesota Statutes written by Minnesota and published by . This book was released on 1996 with total page 1310 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Performance in Science on the Minnesota Comprehensive Assessments by : Chris Condon
Download or read book Performance in Science on the Minnesota Comprehensive Assessments written by Chris Condon and published by . This book was released on 2012 with total page 43 pages. Available in PDF, EPUB and Kindle. Book excerpt: Policymakers in Minnesota have made assessing and improving student science performance a priority (Minnesota High Tech Association 2010a,b). Minnesota has supported several statewide initiatives to promote science, technology, engineering, and math (STEM)--including a grant from the National Governors Association to increase science learning opportunities, align K-12 STEM education requirements with postsecondary workplace expectations, improve the quality and quantity of STEM teachers, benchmark standards, and identify best practices in STEM education (National Governors Association 2007). To gauge student progress toward the state's academic science standards, the Minnesota Department of Education introduced the Minnesota Comprehensive Assessments-Series II (MCA-II) science assessment in 2008. Regional Educational Laboratory Midwest responded to a request by the Minnesota Department of Education to study elementary and middle school science achievement. The current study addresses three research questions: (1) How does student achievement on the 2009/10 MCA-II science assessment in grades 5 and 8 differ by student demographic characteristics?; (2) How does schoolwide achievement on the 2009/10 MCA-II science assessment in grades 5 and 8 relate to school characteristics?; and (3) To what extent do school characteristics explain differences in student achievement on the 2009/10 MCA-II science assessment in grades 5 and 8, after accounting for the influence of student characteristics? This study used data for 51,510 grade 5 students in 786 schools and 52,421 grade 8 students in 469 schools. Students' levels of science achievement depended on their demographic characteristics for both the grade 5 and grade 8 assessment: (1) Students who were not identified for special education services scored higher than students who were; (2) Students who were not eligible for free or reduced-price lunch scored higher than students who were; (3) White students scored higher than students of other racial/ethnic groups; and (4) Male students scored higher than female students. Eight of the nine school characteristics examined were related to schoolwide science achievement: (1) Science achievement tended to be lower in schools with higher percentages of students eligible for free or reduced-price lunch, limited English proficient students, students identified for special education services, and non-White students; (2) Science achievement tended to be higher in schools that had more experienced teachers, higher percentages of teachers with an advanced degree, larger student-teacher ratios, and higher levels of prior-year academic achievement; and (3) Science achievement tended to be higher in schools with a higher proportion of female students in grade 8, but this relationship was not observed in grade 5. About 80 percent of the variation in students' scores (79 percent in grade 5 and 84 percent in grade 8) was due to differences among students within schools; differences between schools accounted for the remaining variation. However, after accounting for student-level characteristics, the school characteristics examined explained less than 3 percent of the variation between schools (2.1 percent in grade 5 and 2.7 percent in grade 8). For both grades, after accounting for student characteristics, science achievement tended to be higher in schools with a smaller percentage of students eligible for free or reduced-price lunch and a larger percentage of White students. Specifically, the following results were evident for both grades: (1) A 1 percentage point increase in the percentage of White students was associated with an estimated increase in science assessment scores of 3.24 percentage points in grade 5 and 2.31 percentage points in grade 8; and (2) A 1 percentage point increase in the percentage of students eligible for free or reduced-price lunch was associated with an estimated decrease in science assessment scores of 2.33 percentage points in grade 5 and 2.65 percentage points in grade 8. None of the school characteristics based on teacher composition examined in this study were related to student science achievement after other student and school characteristics were accounted for. This report provides Minnesota policymakers with insights into factors related to science achievement, as measured by the MCA-II. Appended are: (1) Minnesota K-12 academic standards in science; (2) Data procedures; (3) Student demographic and school characteristics for grades 5 and 8; (4) Data analysis; (5) Variance decomposition from multilevel models; and (6) Additional analyses. (Contains 3 boxes, 2 figures, 16 tables and 12 notes.) [For "Performance in Science on the Minnesota Comprehensive Assessments--Series II for Students in Grades 5 and 8. Summary. Issues & Answers. REL 2012-No. 138," see ED531424.].
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.
