From Block to Traditional Schedule: The Impact on Academic Achievement, Attendance Rates, and Dropout Rates

From Block to Traditional Schedule: The Impact on Academic Achievement, Attendance Rates, and Dropout Rates

Date: May 2008
Creator: Schott, Patrick W.
Description: The purpose of this study was to examine the impact of school schedule on student achievement and attendance of ninth and tenth grade students in metropolitan area Texas high schools (n = 22) and campus dropout rates. High schools that were analyzed in this study made a transition from A/B block scheduling in the 2003-04 school year to a traditional school schedule in the 2004-05 school year. Academic achievement, attendance rates and dropout rates were gathered through the archived files of the Texas Agency through the Academic Indicator of Excellence System (AEIS). Academic achievement was measured by the Texas Assessment of Knowledge and Skills (TAKS) Reading/Language Arts and Mathematics standardized tests. This study compared the mean scores of ninth grader student achievement, attendance, and dropout rates from the 2003-04 school year to the mean scores of the tenth graders from the same schools from the 2004-05 school year, after the schools converted from an A/B block schedule to a traditional class schedule. Each independent variable was divided into four subgroups; campus mean results, minority student results, limited English proficient (LEP) student results, and low-socioeconomic student results. Students under the A/B block scored significantly higher in reading achievement than when they ...
Contributing Partner: UNT Libraries
The effects of an inquiry-based American history program on the achievement of middle school and high school students.

The effects of an inquiry-based American history program on the achievement of middle school and high school students.

Date: May 2006
Creator: Harmon, Larry G.
Description: Implicit in the call for educational reform in the teaching of social studies has been the suggestion that pursuing inquiry-based principles will lead to improvement in student achievement. The purpose of this study was to compare the effectiveness of two types of pedagogy: traditional and inquiry-based upon student achievement as measured by a standards-based, state administered examination. Second, this study examined the relationship between the treatment teachers' level of implementation and student achievement. A nonequivalent control group posttest and experimental design was used in this study. Subjects involved in this study include 84 secondary American history teachers and their respective students from a large urban public school district in Texas. The sample consisted of two groups, one taught by traditional/didactic instruction (n=48) and the other taught by inquiry-based pedagogy (n=36). Data for this study were collected using a classroom observation protocol based upon the level of use rubric developed by the concerns-based adoption model. An analysis of variance (ANOVA) (p<.05) was used to measure the effects of inquiry-based instruction and traditional pedagogy on student achievement. Student achievement results were measured by the Texas Assessment of Knowledge and Skills (TAKS) for American history, grades 8 and 11. The study found that ...
Contributing Partner: UNT Libraries
Eighth Grade Science Teacher Quality Variables and Student Achievement

Eighth Grade Science Teacher Quality Variables and Student Achievement

Date: December 2010
Creator: Harp, Amy
Description: While No Child Left Behind ushered in the age of the "highly qualified" teacher, accountability focus has been shifted to the "highly effective" teacher, defined as teacher impact on student achievement. The Science Texas Assessment of Knowledge and Skills (TAKS) is used to judge the adequate yearly progress of students in Texas public schools. Therefore, the purpose of this study was to examine the relationship of teacher factors (i.e., ethnicity, gender, teaching experience, university selectivity, certification route, National Center for Education Statistics Locale/Code, number of science content and pedagogical course semester credit hours, grade point average for science content and pedagogical coursework) on student achievement using the eighth grade Science TAKS. The primary dependent variables were students' five objective scores and their overall scores on the eighth grade Science TAKS examination. The sample was 44 eighth grade science teachers and 4,119 students in Texas public schools. Multiple linear regression models enabled examinations of the relationships between teacher quality variables and student achievement. No significant relationships between the variables were found. Small effect sizes for the beta weights and structure coefficients occurred between teachers' science credit hours and TAKS objectives to explain 20% of the variance for TAKS Living Systems and ...
Contributing Partner: UNT Libraries
The Effect of Increased Collaboration Among the Library Media Specialist and School Personnel on Perceptions of the Roles and Responsibilities of the Library Media Specialist

The Effect of Increased Collaboration Among the Library Media Specialist and School Personnel on Perceptions of the Roles and Responsibilities of the Library Media Specialist

Access: Use of this item is restricted to the UNT Community.
Date: August 1999
Creator: Beaird, Marilyn Miller
Description: This study measured and explored changes in perceptions of the roles and responsibilities of the library media specialist when the level of collaboration increased. Seven library media specialists targeted four members of their educational communities with whom to increase collaborative activities. Before and after the collaboration began, the library media specialists, the teachers with whom they chose to collaborate, other members from the same educational community, and a control group that did not participate in increased collaboration were given a roles and responsibilities rank-order form. This form was used to measure changes in perceptions regarding the importance of the three roles and selected responsibilities related to the three roles before and after the collaborative experience. The library media specialists and the targeted teachers also kept reflection logs to record factors that enhanced collaboration, factors that inhibited collaboration, and any changes in their teaching style as a result of the collaborative experience. Results indicate that the participating library media specialists themselves experienced the most change. Role identification remains a problem as library media specialists seek to become teaching partners with classroom teachers yet still must keep the library media center aligned with school and district goals and move toward making it ...
Contributing Partner: UNT Libraries
The Relationship Between Classroom Climate and Student Achievement

The Relationship Between Classroom Climate and Student Achievement

Date: December 2001
Creator: Bennett, Jan
Description: The purpose of this study was to determine the relationship between sixth grade students' academic achievement levels in math and their perceptions of school climate. Student characteristics of socioeconomic status and gender were used to identify groups for the purpose of data analysis. Data was gathered using the five independent variables of the My Class Inventory (satisfaction, friction, competitiveness, difficulty, and cohesiveness) and the dependent variable of the Stanford Achievement Total Math scores. The results of the data collection were tested using a Pearson product-moment analysis and a backward multiple regression analysis. A univariate analysis of variance was also used to compare the five independent variables of the My Class Inventory as well as to compare socioeconomic status and gender with the Stanford Achievement Total Math scores. The schools selected for this study were from a city in Texas with a population of approximately 100,000. The sample consisted of 262 sixth grade mathematics students. The findings of this study are as follows: (a) The Pearson product-moment correlation analysis revealed little, if any, correlation for any of the five subscale predictor variables; (b) the multiple regression analysis revealed that all five classroom climate indicators combined together could explain only 10.5% of ...
Contributing Partner: UNT Libraries
An Investigation into the Effects of Long-term Staff Development on Teacher Perceptions and Reading Achievement on Young Children

An Investigation into the Effects of Long-term Staff Development on Teacher Perceptions and Reading Achievement on Young Children

Date: May 2003
Creator: Boatman, Vikki
Description: The effectiveness of long-term staff development (Reading Academy Project-RAP) on students' reading scores on the Texas Assessment of Academic Skills (TAAS) test was examined to determine if teachers transferred newly learned teaching strategies into practice and changed their beliefs about reading instruction. In a four-year cohort longitudinal study in an East Texas rural community, the effects of long-term staff development on third grade students' TAAS test reading scores, teacher practices, and teacher beliefs were explored. Populations included a teacher group (N = 17), an experimental (N = 419), and a control (N = 419) group of students. Children's groups were matched pairs based on five demographic characteristics and membership or non-membership in one or more of six categories. An application survey and four end-of-the-year surveys provided teacher data regarding classroom practices. One interview question provided information about teacher beliefs. Results indicate students who had a RAP teacher for at least one year scored significantly higher on the TAAS reading test in the third grade than those without a RAP teacher. Examination of students having more than one year with an academy teacher failed to produce statistically significant differences in TAAS test reading scores; however, an upward trend was noted. Statistically ...
Contributing Partner: UNT Libraries
The relationship among teacher expectations, teacher attitudes toward the TAAS, and student achievement

The relationship among teacher expectations, teacher attitudes toward the TAAS, and student achievement

Date: December 2000
Creator: Sweatt, Shelley S.
Description: Accountability is a major issue in education and in Texas, the TAAS test is used to indicate performance of students, teachers, campuses, and districts. The stakes are high for students, as performance on this test has determined whether they progress to another grade and whether they will receive a diploma. Most research studies focus on relationships between the teacher and individual students or groups of students, but not classrooms. Expectations and high stakes testing are central within the educational process, and their relationship on student achievement should be investigated, especially since no studies on teacher attitudes toward the TAAS test have been found. This correlational study measured teacher attitudes toward the TAAS and teacher expectations for students through data collected from a survey. Student achievement information was collected from averaged Texas Learning Index scores for students by classroom over a two year period. The sample consisted of 22 4th, 8th, and 10th grade reading and/or math teachers who had taught in the same Texas mid-sized, rural school district for at least two years. Frequency, percent, mean, and standard deviation were used to analyze the responses on the survey. A median score distinguished between high/low expectations and between positive/negative attitudes toward ...
Contributing Partner: UNT Libraries
Rural School Principals' Perceived Use of Data in Data-Driven Decision-Making and the Impact on Student Achievement

Rural School Principals' Perceived Use of Data in Data-Driven Decision-Making and the Impact on Student Achievement

Date: May 2011
Creator: Rogers, K. Kaye
Description: This study examined the impact of principals' data-driven decision-making practices on student achievement using the theoretical frame of Dervin's sense-making theory. This study is a quantitative cross-sectional research design where principals' perceptions about data were quantitatively captured at a single point in time. The participants for this study were 253 rural school principals currently serving in schools across Texas, and included both males and females across all ethnic groups, including white, African American, Hispanic, Asian, Native American and other. A developed survey instrument was administered to principals. The findings from the quantitative SEM analyses indicated that the Principal Uses Data to Improve Student Achievement latent variable (Factor 1) and the Principal and Staff Ability to Analyze Data to Improve Student Achievement latent variable (Factor 2) were significantly and positively associated with student achievement. Higher scores on these two latent variables were associated with better student achievement. There was no statistical association between the Principal Uses Data to Design Teacher Professional Development latent variable (Factor 3) and this target outcome. In total, the three latent variables accounted for 6% of the variance in student achievement (TAKS). When the campus level outcome was considered, no statistically significant associations between any of the ...
Contributing Partner: UNT Libraries
Third-year Evaluation of the University of North Texas/ Dallas Independent School District/ Southern Regional Education Board Leadership Development Program

Third-year Evaluation of the University of North Texas/ Dallas Independent School District/ Southern Regional Education Board Leadership Development Program

Date: August 2007
Creator: Jordan, Mary Ann
Description: Under No Child Left Behind legislation of 2002, school principals shoulder the burden of school success determined by test scores of students. Challenges principals face demand school leaders possess greater knowledge and skills than administrators of the past. The need for well-trained, skilled school leaders makes it important to study the subject of school leadership training. This study examined a school leadership preparation partnership between the University of North Texas and Dallas Independent School District. Primary supporting references include work by Bottoms and O'Neill (2001) calling for the 16-member states of the Southern Regional Education Board to train a new breed of principal to meet the current demands for student achievement in public schools. This research adds to the body of knowledge of school leadership development programs, particularly those that involve cohort-based study groups and shared service partnerships between school districts and universities. Major questions investigated: 1) How did participation in the program change the involvement of administrative interns in campus-based decision-making? 2) How has participation in the program changed the ways participants perceive themselves? 3) What actions have members of the cohort group taken in their teacher-leader/administrative positions to affect student achievement? 4) What are the strengths and weaknesses ...
Contributing Partner: UNT Libraries
The Predictive Value of Educational Productivity Input Variables on the Academic Success of Moderate to Large Texas High Schools.

The Predictive Value of Educational Productivity Input Variables on the Academic Success of Moderate to Large Texas High Schools.

Date: December 2008
Creator: Waldrip, Michael R.
Description: The purpose of this study was to determine the predictive value of selected input variables on the accountability rating of Texas high schools with student populations greater than or equal to 900. Specifically, this study analyzed the effect of student, staff and fiscal input variables in determining the odds of a high school in this study receiving a Low Performing, an Academically Acceptable, or a Recognized rating in the Texas public education accountability system - a system which is based in student performance on state standardized testing. Identifying a set of variables that helps predict campus accountability ratings provides campus administrators and teachers with information to improve student performance on standardized testing. Using statistical methods to determine the odds of campus ratings based on selected input variables, this study revealed that successful student remediation in mathematics is the most consistent, positive indicator of campus accountability rating out of 60 student, staff and fiscal inputs analyzed. However, the most telling aspect of this study is that inputs such as, teacher experience, teacher campus tenure, teacher degree level, student SAT performance, Advanced Placement testing performance and the percentage of low socioeconomic students were not statistically significant. The wider implications of these findings ...
Contributing Partner: UNT Libraries
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