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 the TAAS. The Pearson product-moment correlation coefficient identified relationships, with levels of significance determined at the .05 level. From this study, it appears that no relationship exists among teacher expectations for students, teacher attitudes toward the TAAS, and student achievement. It appears that teachers support the TAAS and see a relationship between the test and improved student performance, and view the TAAS as nondiscriminatory for race and socioeconomic status. While teacher expectation levels are not the same for all students, most teachers feel responsible for insuring that students learn while they are in the teachers' classrooms, and communicate, via word …
The problem of this study was to determine the value of certain selected aptitude test scores for predicting student achievement in Spanish, French, and German at North Texas State University. Particular emphasis was placed on freshmen enrolled in beginning courses.
The purpose of this study was to explore whether school-based decision making (SBDM) impacts student achievement. Specifically, the study involved determining if the degree of teacher involvement in SBDM across eight decision dimensions differed between schools that demonstrated the most and schools that demonstrated the least district improvement in student achievement. The population consisted of elementary schools in a large urban school district with more than ten years of SBDM implementation. Student achievement scores from 1993 to 1995 were examined for all 68 elementary schools. Based on degree of improvement for fourth grade scores over the three years, 15 schools from the 25% most improved and 15 schools from the 25% least improved were selected for study. Schools from the two extreme-groups sample were matched on five demographic variables. The Teacher Involvement Participation Scale—TIPS-2 (Russell,1992), an instrument for measuring the degree of SBDM in eight different decision dimensions, was given to all certified personnel at each school. A return of 575 surveys represented 63% of the sample schools' staff. Two short questionnaires were administered to principals and SBDM teams to collect descriptive data. Findings, using MANOVA followed by univariate tests, indicated significant differences between groups in six of the eight SBDM decision dimensions. The most improved schools had a higher degree of participation (p < .01) in SBDM decisions in dimensions of: 1) goals/vision/mission, 2) curriculum/instruction, 3)standards, and 4) facilitating procedures/structures. Although neither group participated widely in decisions about staffing and operations, the most improved schools were more involved in those decisions than the least improved schools (p < .05). No significant difference was found between the two groups in the dimensions of budget and staff development. It is concluded that student achievement is positively impacted by greater participation in SBDM in at least six of eight SBDM dimensions, with …
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 the variance in mathematics achievement; (c) the univariate analysis of variance revealed that there is a significant relationship between the climate factors of friction and difficulty when compared to mathematics achievement; and (d) the univariate analysis of variance also revealed that mathematics achievement scores vary significantly as a function of economic category membership, but there appears to be no relationship to gender.
A letter report issued by the Government Accountability Office with an abstract that begins "The federal government has invested billions of dollars to improve student academic performance, and many schools, teachers, and researchers are trying to determine the most effective instructional practices with which to accomplish this. The Conference Report for the Consolidated Appropriations Act for Fiscal Year 2008 directed GAO to study strategies used to prepare students to meet state academic achievement standards. To do this, GAO answered: (1) What types of instructional practices are schools and teachers most frequently using to help students achieve state academic standards, and do those instructional practices differ by school characteristics? (2) What is known about how standards-based accountability systems have affected instructional practices? (3) What is known about instructional practices that are effective in improving student achievement? GAO analyzed data from a 2006-2007 national survey of principals and 2005-2006 survey of teachers in three states, conducted a literature review of the impact of standards-based accountability systems on instructional practices and of practices that are effective in improving student achievement, and interviewed experts."
The purposes of this study were (a) to develop, implement, and evaluate a computer-oriented instructional program for introductory calculus students, and (b) to explore the association between a computer-oriented calculus instructional program, a non-computer-oriented calculus instructional program, student achievement on three selected calculus topics, and student attitude toward mathematics. An experimental study was conducted with two groups of introductory calculus students during the Spring Semester, 1989. The computer-oriented group consisted of 32 students who were taught using microcomputer calculus software for in-class presentations and homework assignments. The noncomputer-oriented group consisted of 40 students who were taught in a traditional setting with no microcomputer intervention. Each of three experimenter-developed achievement examinations was administered in a pretest/posttest format with the pretest scores being used both as a covariate and in determining the two levels of student prior knowledge of the topic. For attitude toward mathematics, the Aiken-Dreger Revised Math Attitude Scale was administered in a pretest/ posttest format with the pretest scores being used as a covariate. Students were also administered the MAA Calculus Readiness Test to determine two levels of calculus prerequisite skill mastery. An ANCOVA for achievement and attitude toward mathematics was performed by treatment, level, and interaction of treatment and level. Using a .05 level of significance, there was no significant difference in treatments, levels of prior knowledge of topic, nor interaction when achievement was measured by each of the three achievement examination posttests. Furthermore, there was no significant difference between treatments, levels of student prerequisite skill mastery, and interaction when attitude toward mathematics was measured, at the .05 level of significance. It was concluded that the use of the microcomputer in introductory calculus instruction does not significantly effect either student achievement in calculus or student attitude toward mathematics.
This study investigated whether Reality Therapy classroom management techniques could be used effectively to improve teacher attitudes, student attitudes, student achievement, and student classroom behavior. The findings of the study support the following conclusions. 1. Reality Therapy inservice education and implementation of Reality Therapy Teaching techniques in classrooms produce significant changes in the way teachers regard student discipline. 2. implementation of Reality Therapy practices in junior high classrooms produces positive changes in attitude toward school environment. 3. Implementation of Reality Therapy techniques in junior high classrooms does not seem to be effective in producing changes in student attitude toward self. 4. Implementation of Reality Therapy techniques in junior high classrooms can be effective in producing higher student grade point averages. 5. Reality Therapy techniques in junior high classrooms are not effective in producing lower rates of student misbehavior.
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 the Environment, 39% of the variance for TAKS Structures and Properties of Matter, and 21% of the variance for TAKS Earth and Space Systems. Teacher experience accounted for 24% of the variance with TAKS Structures and Properties of Matter, and pedagogical credit hours explained 30% of the variance with TAKS Motion, Forces, and Energy. Science GPA explained 31% of the variance for the TAKS Earth and Space Systems objective. Policy makers should examine NCLB assumptions about teacher content knowledge as a significant indicator of teacher effectiveness via student achievement on standardized tests. While measuring content knowledge provides a simple, efficient, …
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 an information center that provides information resources for all members of the educational community in an effective, efficient and timely manner. Major enhancers to increased collaboration included flexible scheduling of the library, sharing ideas and resources, partnership in teaching, and student achievement. Major inhibitors included time, wanting to keep things the way they were, and lack of resources. Changes in teaching practice included working with another professional instead of in isolation, integrating many resources into the lesson to provide for the learning needs of all students, the incorporation of technology into the lesson, and an awareness of the roles of …
This study applies an empirical research method determine whether Texas public school principals’ leadership styles, coupled with their use of real time data in a data warehouse, influenced their leadership ability as measured by student achievement. In today’s world of data rich environments that require campuses and districts to make data-driven decisions, principals find themselves having to organize and categorize data to help their school boards, campuses, and citizenry make informed decisions. Most school principals in Texas have access to data in multiple forms including national and state resources and a multitude of other data reports. A random sample of principals was selected to take the Multi Factor Leadership Questionnaire (MLQ5x) and the Principals Data Use Survey. The MLQ5x measured principals’ leadership styles as transformational, transactional, or passive avoidant. The Principals Data Use Survey measured how principals use data to inform campus decisions on student achievement, shaping the vision of the campus, and designing professional development. Data obtained from the survey were correlated to determine the relationship between principals’ use of data warehouses and their leadership styles on student achievement as measured by the Texas Assessment of Knowledge and Skills. The results yielded significant relationships between student achievement, principals’ leadership styles, and the principals’ data use with a data warehouse. Student achievement scores were highly correlated with the campuses that participated in the study and provided limited differences between those with data warehouses and those without data warehouses.
The study was to determine the impact of a Professional Learning Community on student achievement as measured by the state's criterion referenced reading and mathematics achievement tests. Data for this study were extracted from the school district's student database. Two cohorts of 90 students each were randomly selected from a population of approximately 600 students in 3 schools that participated in a Professional Learning Community (treatment) and 3 schools that did not (control). Professional Learning Communities known as PLCs, can serve as a major theoretical framework to promote the improvement of classroom teachers' instructional practice, teacher effectiveness and student achievement. Reading and mathemtics mean scale scores were extracted at three time points (year 1, year 2, and year 3) across three grades (grade 3, grade 4 and grade 5). Test for equality of variance found that no statistically significant difference existed between the mean scale scores of the two cohorts at the beginning of the study. The findings revealed that both cohorts trend toward increased academic achievement from year to year individually; however, when compared to each other, no statistically significant difference existed. Further research is indicated to examine each PLC for implementation, support and leadership as they relate to the PLC and a focus on instruction and learning.
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 significant differences were found in 6 of the 20 items on the survey investigating classroom practices. All teachers reported the RAP affected them positively, and 82% confirmed that changes took place in their classroom practices, student behaviors, and teacher responsibilities. Validation of or strengthening existing beliefs accounted for 76% of the teacher responses. Recommendations include adding a population of kindergarten through third graders and following them through high school to determine ultimate reading success, continue surveying teachers to see if effective strategies persist, add a parental involvement component, and replicate this investigation in suburban and metropolitan areas.
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 of the UNT/DISD/SREB Leadership Development Program partnership? Information was gathered from 16 of the 26 program participants through questionnaires, interviews, and document study.
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 mean scores of the Grade 8 History Alive! group were significantly higher than the scores of the control group, but not for the Grade 11 History Alive! group. However, a comparison of mean scores by teachers' level-of-use suggested that the more faithful the teacher in designing standards-based lessons and delivering them through inquiry, the greater retention of American history student's knowledge about the subject.
This dissertation examined the effects of academic interventions on the development of reading academic competence in fourth grade students who performed at or below grade level as determined by TAKS reading scale scores. Fifty students in fifth grade were chosen to participate in the study from five elementary schools in the Fort Worth Independent School District in Fort Worth, Texas. Only 46 students completed the study. The study was conducted with a control (n = 23) and treatment group (n = 23). The fourth grade students were administered pretests and posttests using the ACES and the fourth grade TAKS reading test. This quantitative study used a quasi-experimental design to answer the research questions. The final data results did not indicate that the implementation of interventions significantly increased TAKS reading scores at the p > .05 level. In addition, there were no significant increases at the p > .05 level between the ACES pretests and posttests. Although there were no significant gains on the TAKS or ACES, there are implications the interventions had a positive effect on teacher perceptions of their students' academic competence and some growth was evident for the treatment groups on both TAKS and ACE.
Much attention in recent years has gone to the evaluation of teacher effectiveness, and some scholars have developed conceptual models to evaluate the effectiveness. The purpose of this study was to compare three teacher evaluation models – the Texas Professional Development Appraisal System (PDAS), the teacher index model (TI), and the value-added model (VAM) – to determine teacher effectiveness using student demographic and longitudinal academic data. Predictive data from students included economic disadvantage status, ethnicity, gender, participation in special education, limited English proficiency, and performance on Texas Assessment of Knowledge and Skills (TAKS). Data serving as dependent variables were scores from Scholastic Aptitude Test (SAT®) verbal/critical reasoning and mathematics. These data came from 1,714 students who were 9.7% Hispanic, 9.2% African American, and 81.2% White. The models were tested for 64 English language arts teachers and 109 mathematics teachers, using student examination scores from the SAT® verbal/critical reasoning and mathematics. The data were aligned for specific faculty members and the students whom they taught during the year of the study. The results of the study indicated that the TI and VAM explained approximately 42% of the variance in college entrance exam scores from the SAT® verbal/critical reasoning and mathematics (R2 = 0.418) across mathematics and English language arts teachers, whereas the TI model explained approximately 40% of the variance in the SAT® scores (R2 = 0.402). The difference, however, in the R-squared values between the VAM and the TI model was not statistically significant (t (169) = 1.84, p > 0.05), suggesting that both models provided similar results. The least effective model used to predict student success on college entrance exams was the PDAS, which is a state-adopted model currently in use in over 1,000 school districts in Texas, The teacher PDAS scores explained approximately 36% of the variance in …
The purpose of this study was to examine special education populations, special education reading achievement, and regular education reading achievement in relation to the implementation of the Reading First three-tiered model as a response to Intervention platform. The population for this study focused on rural schools with Grades K-3 in attendance. Schools participated in the reading first grant period of the 2003-2009 school years. Forty-seven Texas Reading First schools were compared to 47 campuses having similar populations, socioeconomic makeups, and grade structures. This study utilized quantitative research measures to evaluate the level of special education populations on Reading First campuses using a response to intervention model. Quantitative measures were also used to evaluate those same campuses achievement rates of both special education and regular education students on the Texas Assessment of Knowledge and Skills reading tests. The study's outcome data showed little to no statistic significance for the three research questions. However, the inferential statistics showed a decrease in the special education population of the Reading First schools. Inferential statistics also indicated both the special education and the regular education students showed growth on the Texas Assessment of Knowledge and Skills reading tests. The use of a response to intervention program can be effective in the reduction of special education students identified on school campuses. Response to intervention programs can boost achievement levels of students receiving special education services. Students not enrolled in special education can benefit from effective response to intervention services.
This study looked at the relationship between teacher turnover and student achievement, in addition to the relationship between specific student demographic characteristics and teacher turnover. Within this study, student demographic, staff demographic, and student achievement data from several middle schools within the studied district, as well as data from each of the school's comparison groups, as designated by the Texas Education Agency, was analyzed. The data used was from the 2018-2019, 2020-2021, and 2021-2022 school years. First, this study looked at specific student demographic characteristics and their relationship with teacher turnover, including race, mobility, and socioeconomic status. This analysis determined if there were specific variables that impacted the rate of turnover. Results determined that the most consistent relationship revealed in the data involves the total number of students on a campus. As the number of students increased, the turnover rate decreased. Additionally, there was a slight negative correlation between the number of African American students and rates of teacher turnover for two of the three years studied. The second part of the study determined if the campus turnover rate had any relationship with the student achievement scores. The student achievement data that was used was the overall campus math score at the approaches level on the Mathematics State of Texas Assessment of Academic Readiness (STAAR). The results of the analysis revealed that there was a relationship between teacher turnover and student achievement, although it was a very weak relationship for each of the 3 years studied. Additionally, the analysis determined that campuses with teachers who have more years' experience had higher overall campus math scores after the COVID-19 pandemic.
The purpose of this study was to better predict how a first semester college freshman becomes prepared for college. the theoretical framework guiding this study is Vrooms’ expectancy theory, motivation plays a key role in success. This study used a hierarchical multiple regression model. the independent variables of interest included high school percentile class rank, composite ACT scores, composite SAT scores, and the 10 themes as measured by the Student Readiness Inventory (SRI) to address two research questions: What are the psychosocial factors identified by the SRI are most relevant in predicting college success? What conventional academic indicators are most relevant in predicting college success? the sample size for this study was 5279 (n), including a stratified random sample of first semester college freshman enrolled in credit bearing courses; these participants were deemed college ready by the university. Academic Discipline accounted for 4.2% of the variance in first semester college GPA, General Determination accounted for 1.7% of the variance, and the remaining psychosocial factors of the SRI accounted for less than 1% of the variance. High school percentile class rank accounted for 10.7% of the variance, composite ACT accounted for 5.9% of the variance, and composite SAT accounted for 5.6% of the variance. Future analysis could be completed within demographic groups to include a stratified random sample of participants by ethnicity, gender, or economic status. Such analysis would build on this body of research providing additional guidance admission officers and K-12 educators.
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 were instructed the following year under a traditional schedule. Paired sample t-tests were conducted to analyze the data for each subgroup, and showed there was a statistically significance in reading / language arts student achievement scores for all subgroups. Statistical significance was determined with a ninety five percent confidence level (p < 0.05). Statistical analysis revealed varied results in mean scores for math academic achievement and attendance rates, but no statistical significant difference. Comparison of data showed a slight increase in mean scores for dropout rates in traditional schedule, however the results were not significant.
This descriptive, non-experimental study examines the strength of the relationship between California school library media programs and student achievement, using data from California criterion-referenced state-wide tests, publically available school and community demographic data, and a state survey of school library programs. Results indicate a substantial discrepancy in library staffing levels from the elementary grades through the high schools. Nevertheless, statistically significant correlations were found between certificated staffing levels and student achievement at each grade. Significant correlations persisted at the elementary and middle school when controlling for five of six school and community variables, and at the high school when controlling for all six of those variables. Bivariate correlations between total staffing and student achievement were significant at both the middle school and high school level when controlling for all school and community variables. Generally, the strength of the correlations between both certificated and total staffing tended to increase with grade level; at the high school level, correlations were among the strongest reported in any statewide study to date. There was a significant positive relationship between a majority of the 21 library services regularly provided and student achievement at all levels. Total library services were significantly related to student achievement at all levels when controlling for all school and community variables. In multiple regression analyses, there was an increasingly stronger relationship between total library programs and student achievement by grade level when controlling for all school and community variables. At every level, certificated and total staffing levels were associated with the strength of library program elements. The findings from this study confirm a host of prior research on the relationship between school libraries and student achievement and point to inequitable access to school library services in California. Results from this study might also provide a baseline of data for qualitative research …
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 warrant further research into why these variables seem to have no affect on campus accountability rating.
The purpose of this descriptive study was to determine if business leadership practices by Texas public school principals have an impact on principals' campus student achievement in mathematics and reading, as measured by TAKS scores. The survey instrument was the Leadership Assessment Instrument (LAI), developed by Warren Bennis in 1989. The survey instrument was electronically distributed to a sample of 300 public school principals in Texas. Of the 300, 140 principals completed and returned the survey, for a response rate of 47%. The Statistical Package for the Social Sciences (SPSS), version 16.0, was used for the analysis of data, which included descriptive statistics, analysis of variance, and regression. In addition, reliability for the LAI was also calculated. The LAI consists of the following five categories of effective business practices: focused drive, emotional intelligence, building trust, conceptual thinking, and systems thinking. No significant relationships were found between principals' use of LAI elements and student achievement in mathematics and reading. However, the lack of significant relationships between the business model as used in public schools and student achievement reveals that current models of principal preparation programs do not result in school leaders who are adequately prepared to increase student achievement. Further research is recommended as public school leaders continue to seek alternative strategies and innovative practices to improve student achievement.
The purpose of this investigation is to compare the changes in the achievement and self-concept of students in CVAE programs which result from the use of group counseling and group-individual counseling.
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 latent variables and this outcome were evident. In total, the three latent variables accounted for less than 2% of the variance in campus level.
The purpose of this study was to explore the impact of teacher professional development on student achievement measured by scores on curriculum-based assessments, CBAs. The participants in the study included 260 3rd, 4th, and 5th grade math and science teachers. Teacher participation in professional development courses was collected for curriculum, instruction, differentiation, assessment, technology integration, and continuous improvement credit types. Achievement data for 8,454 students was used: 2,883 in 3rd grade, 2,752 in 4th grade, and 2,819 in 5th grade. The dependent variable of student achievement was dichotomized at the median: half of the student participants scored above the median and half of the students scored at and below the median. A series of logistic regression models were fit to the data that included examining all main effects and interaction terms among all variables to determine the best fitting model. The results of this study indicate that for 4th grade science, teacher professional development participation in curriculum, instruction, and differentiation credit strands increased the chances for students to score above the district median on CBAs. The larger number of professional development hours in a variety of credit strands had a negative impact on student achievement in 4th grade science. In 5th grade science, the students whose teacher spent more hours in professional learning for continuous improvement had an increased likelihood of scoring above the district median on CBAs.
Although sampling techniques have been used effectively in education research and practice it is not clear how stratified random sampling techniques apply to high-stakes testing in the current educational environment. The present study focused on representative sampling as a possible means for reducing the quantity of state-administered tests in Texas public education. The purpose of this study was two-fold: (1) to determine if stratified random sampling is a viable option for reducing the number of students participating in Texas state assessments, and (2) to determine which sampling rate provides consistent estimates of the actual test results among the population of students. The study examined students’ scaled scores, percent of students passing, and student growth over a three-year period on state-mandated assessments in reading, mathematics, science, and social studies. Four sampling rates were considered (10%, 15%, 20%, & 25%) when analyzing student performance across demographic variables, including population estimates by socioeconomic status, limited English proficiency, and placement in special education classes. The data set for this study included five school districts and 68,641 students. Factorial ANOVAs were used initially to examine the effects of sampling rate on bias in reading and mathematics scores and bias in percentage of students passing these tests. Also 95% confidence intervals (CIs) and effect sizes for each model were examined to aid in the interpretation of the results. The results showed main effects for sampling rate and campus as well as a two-way interaction between these variables. The results indicated that a 20% sampling rate would closely approximate the parameter values regarding the mean TAKS reading and mathematics scale scores and the percentage of students passing these assessments. However, as population size decreases, sampling rate may have to be increased. For example, in populations with 30 or fewer students in a subgroup it is recommended that …
To determine the impact of an administrator's decision on student placement in kindergarten classrooms, teachers were asked to share their perceptions on how that decision impacted their ability to deliver instruction and follow the district scope and sequence, as well as how that decision impacts student academic achievement and social and emotional development. This qualitative study was designed to gather data from kindergarten teachers using focus group interviews and individual interviews of campus principals from two campuses within the same district. The following two ways in which kindergarten classrooms were created were explored: (a) by random assignment or (b) knowledge of students' academic and behavioral performance based on information relevant to their Pre-K experience. Campus principal participants reported that they each chose their method to provide equity in the classrooms and fairness amongst their teachers. Teacher participants reported that overall, they preferred to have as much information about incoming students as possible and to be a part of the process of placing students into classrooms for the following year. By examining these teachers' perspectives, the findings from this study may positively influence policy and practice for campus administrators as they decide how they will place students in kindergarten classrooms. Continued qualitative examination of student achievement could help determine if one method of placement positively impacts student achievement. Data collected from a larger sample within the district or expanded to compare between districts could help campus administrators make positive classroom placements for kindergarten students. Also, a quantitative study using a survey might provide a more expansive view of the impact of administrators' process of assigning kindergarten students to classrooms.
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Each of the Partners listed note their name and the number of records that will be limited down to if you choose that option.
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Each of the Collections listed note their name and the number of records that will be limited down to if you choose that option.
This dialog allows you to filter your current search.
Each of the Resource Types listed note their name and the number of records that will be limited down to if you choose that option.
This dialog allows you to filter your current search.
Each of the World Regions listed note their name and the number of records that will be limited down to if you choose that option.
This dialog allows you to filter your current search.
Each of the Countries listed note their name and the number of records that will be limited down to if you choose that option.
This dialog allows you to filter your current search.
Each of the U.S. States listed note their name and the number of records that will be limited down to if you choose that option.
This dialog allows you to filter your current search.
Each of the Counties listed note their name and the number of records that will be limited down to if you choose that option.
This dialog allows you to filter your current search.
Each of the Decades listed note their name and the number of records that will be limited down to if you choose that option.
The list can be sorted by name or the count.
This dialog allows you to filter your current search.
Each of the Years listed note their name and the number of records that will be limited down to if you choose that option.
The list can be sorted by name or the count.
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This dialog allows you to filter your current search.
Each of the Months listed note their name and the number of records that will be limited down to if you choose that option.
This dialog allows you to filter your current search.
Each of the Days listed note their name and the number of records that will be limited down to if you choose that option.
This dialog allows you to filter your current search.
Each of the Rights Access listed note their name and the number of records that will be limited down to if you choose that option.
This dialog allows you to filter your current search.
Each of the Department listed note their name and the number of records that will be limited down to if you choose that option.
The list can be sorted by name or the count.
This dialog allows you to filter your current search.
Each of the Discipline listed note their name and the number of records that will be limited down to if you choose that option.
The list can be sorted by name or the count.
This dialog allows you to filter your current search.
Each of the Degree Level listed note their name and the number of records that will be limited down to if you choose that option.