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Author: Leanne Dorhout Publisher: ISBN: Category : Academic achievement Languages : en Pages : 250
Book Description
The purpose of this study was to determine if a relationship exists between expenditure for technology, instructional resource, and professional development and positively impacts at risk student achievement. The problem addressed was: Over three years, do variations in expenditures for technology, instructional resources, and curriculum and professional development relate to educational achievement for at risk students? Previous studies in the area of at risk student achievement and the relationship of technology have produced mixed results. The four research questions asked if per student technology, instructional resources, and curriculum and staff development expenditures relate to English Language Arts, mathematics, science, and social studies at risk student achievement as measured by state accountability test. The population studied was Texas public school districts with high schools serving grades 9–12 who had three years of at risk student data in the state's academic excellence indicator system (AEIS) reports for the 2007–2008, 2008–2009, and 2009–2010 school years. The units of analysis for the study were data aggregated at the district level. The percentage of at risk students passing the state-mandated standardized exit level, eleventh grade, tests for English Language Arts, mathematics, science, and social studies served as dependent variables. Independent variables consisted of per student expenditures for technology, instructional resources including media services and curriculum and professional development. A hierarchal regression model tested the relationship between the independent variables and the dependent variables, while controlling for the percentage of White Non-Hispanic students. Results showed that for each subject area and year of the study, the hierarchical regression model showed no relationship between per student expenditure and at risk student achievement on the state mandated eleventh grade test. This led to the conclusion that when the percent of White Non-Hispanic students is controlled, there is no relationship between at risk student achievement and per student expenditure in the area of technology access, implementation, and instructional integration.
Author: Leanne Dorhout Publisher: ISBN: Category : Academic achievement Languages : en Pages : 250
Book Description
The purpose of this study was to determine if a relationship exists between expenditure for technology, instructional resource, and professional development and positively impacts at risk student achievement. The problem addressed was: Over three years, do variations in expenditures for technology, instructional resources, and curriculum and professional development relate to educational achievement for at risk students? Previous studies in the area of at risk student achievement and the relationship of technology have produced mixed results. The four research questions asked if per student technology, instructional resources, and curriculum and staff development expenditures relate to English Language Arts, mathematics, science, and social studies at risk student achievement as measured by state accountability test. The population studied was Texas public school districts with high schools serving grades 9–12 who had three years of at risk student data in the state's academic excellence indicator system (AEIS) reports for the 2007–2008, 2008–2009, and 2009–2010 school years. The units of analysis for the study were data aggregated at the district level. The percentage of at risk students passing the state-mandated standardized exit level, eleventh grade, tests for English Language Arts, mathematics, science, and social studies served as dependent variables. Independent variables consisted of per student expenditures for technology, instructional resources including media services and curriculum and professional development. A hierarchal regression model tested the relationship between the independent variables and the dependent variables, while controlling for the percentage of White Non-Hispanic students. Results showed that for each subject area and year of the study, the hierarchical regression model showed no relationship between per student expenditure and at risk student achievement on the state mandated eleventh grade test. This led to the conclusion that when the percent of White Non-Hispanic students is controlled, there is no relationship between at risk student achievement and per student expenditure in the area of technology access, implementation, and instructional integration.
Author: Celia Avant Drews Publisher: ISBN: Category : Academic achievement Languages : en Pages : 300
Book Description
With increasing public school accountability and inevitable legislation in the future of the school finance system, educational productivity is of paramount concern in 2006 and beyond. This study of educational productivity adds to the field of research by examining the relationship between resource allocation in a school district and student performance. PURPOSE: This study examined the relationship between allocation of resources and individual student achievement as measured by state-mandated assessments over a four year period. Four research questions guided the inquiry: 1) What is the relationship between expenditures on district leadership and student achievement for K-12 public school districts in Texas as measured by the Reading and Mathematics Texas Assessment of Knowledge and Skills (TAKS) at grades 3, 4, 5, and 6 over four academic years, 2002-2003 through 2005-2006? 2) What is the relationship between expenditures on campus leadership and student achievement for K-12 public school districts in Texas as measured by the Reading and Mathematics TAKS at grades 3, 4, 5, and 6 over four academic years, 2002-2003 through 2005-2006? 3) What is the relationship between expenditures on instruction and student achievement for K-12 public school districts in Texas as measured by the Reading and Mathematics TAKS at grades 3, 4, 5, and 6 over four academic years, 2002-2003 through 2005-2006? 4) What is the relationship between expenditures on professional development and student achiement for K-12 public school districts in Texas as measured by the Reading and Mathematics TAKS at grades 3, 4, 5, and 6 over four academic years, 2002-2003 through 2005-2006? METHODS: Data from 8,120 students within 43 districts across the state of Texas who participated in TAKS math and reading in grades three, four, five, and six for school years 2002-2003 through 2005-2006 were used in the analyses. Data was obtained from each of the 43 participating districts. Financial data for school years 2002-2003 through 2005-2006 was obtained online from the Texas Education Agency (TEA). Descriptive statistics and One Way Analysis of Variance (ANOVA) were used to examine the relationships between expenditures and reading and math achievement. A multilevel growth model was calculated to explain the amount of variation at the campus or student level as well as the district level. FINDINGS: Results of this study support the mixed findings of previous research in that some expenditures impact achievement and some do not. By categorizing percent of a district budget expended on each fund area into low, median, and high, results revealed that there is a difference between how much districts spent for district leadership and both reading and math achievement over the time period of this study, 2002-2003 through 2005-2006. Results of the multilevel growth modeling revealed that students who were coded low socioeconomic status (SES) started lower for both math and reading achievement. Additionally, low SES students' scores for math and reading achievement actually declined three to five points for each year of the study. Expenditures on district leadership had no effect on reading or math achievement over the time of this study. Results for expenditures on campus leadership revealed that districts who spent more on campus leadership started slightly lower on reading achievement but there was no effect on growth over time. For math achievement, districts who spent more on campus leadership began 62 points higher, but declined about 48 points for each year of the study. In regard to expenditures on instruction, there was no effect for math achievement. However, for reading achievement, districts who spent more on instruction started slightly higher, but there was no effect over the time of the study. Districts who expended higher percentages of the budget on professional development had higher starting points for grade three TAKS reading. However, those same districts started slightly lower for grade three TAKS math. While expenditures examined in this study had some effect on student achievement, expenditures at the district level are too far removed to reveal the true effects on individual student achievement.
Author: Elizabeth A. Dalton Publisher: ISBN: Category : Academic achievement Languages : en Pages : 140
Book Description
This study was based on convergence of two educational theories: 1) that professional development improves teacher quality and instructional practices and therefore positively affects student achievement and 2) allocation of school resources positively affects student achievement. It is a common educational belief that professional development activities influence teacher quality through increased content knowledge and instructional skills. It is assumed that once teachers incorporate new teaching skills, students will be more engaged in learning, and student achievement will increase. Recent research on professional development effectiveness provided little empirical evidence of professional development effectiveness (Guskey & Yoon, 2009). This study extended professional development effectiveness and resource allocation theories to professional development expenditures and student achievement. The research question was: What is the relationship between professional development expenditures and student achievement? This study collected and analyzed professional development expenditures and student achievement data for 2007 for middle and high schools (N=426, N=1234 respectively) in Texas. A partial correlation, controlling for socioeconomic status and English proficiency, revealed that there is no relationship between professional development expenditures and 8th grade student achievement in language arts, mathematics, social studies, and science. High school results revealed small, but negative relationships between professional development expenditures and student achievement in English, mathematics, and science. Consequently, the study concluded that expenditures for professional development are not yielding positive returns in the student achievement domain.
Author: United States. Congress. House Publisher: ISBN: Category : CD-ROMs Languages : en Pages : 1496
Book Description
Some vols. include supplemental journals of "such proceedings of the sessions, as, during the time they were depending, were ordered to be kept secret, and respecting which the injunction of secrecy was afterwards taken off by the order of the House".
Author: Laura Horn Publisher: Department of Education Office of Educational ISBN: Category : Education Languages : en Pages : 58
Book Description
This study examined whether or not student, parent, and peer engagement factors that contribute to at-risk students' success in graduating from high school continue to be important in making the transition from high school to postsecondary education. The data set used was the National Education Longitudinal Study of 1988, which included 1994 data obtained two years after students' scheduled high school graduation. At-risk students exhibited two or more of six risk factors, including "family in the lowest socioeconomic quartile" or "held back a grade". Analysis used alternative statistical methodology, specifically regression analysis and the "odds ratios" produced by this procedure. Key findings indicated that: (1) students whose parents frequently discussed school-related matters and/or had high educational expectations were much more likely than other students to enroll in postsecondary education; (2) students who reported that most or all of their high school friends planned to attend college were far more likely to attend themselves; (3) participating in college preparation activities such as gathering information about financial aid increased the odds of enrolling in postsecondary education; and (4) moderate- to high-risk students participating in college outreach programs were more likely to attend college. Appended are a glossary and technical and methodology notes. (Contains 11 references.) (DB)
Author: Jens Ludwig Publisher: ISBN: Category : Languages : en Pages : 0
Book Description
This paper tests the specification of the typical (and a few atypical) models for estimating the relationship between educational resources and student achievement, using data from the National Education Longitudinal Study of 1988. Using specification tests which do not rely upon the existence of a known-to-be-consistent estimator or on the availability of valid instrumental variables, our analysis rejects the null hypothesis of no misspecification for all of the models used in the literature reviewed by Hanushek (1986). This finding also holds for value-added models which measure "inputs" at the classroom level and allow for nonlinear resource effects. Two-stage estimators using school, state and ZIP code level instrumental variables, inspired by the previous literature, are also unable to produce consistent estimates for the parameters of interest. It is possible that consistent estimates could be produced using panel data which cover a longer sampling period than anything currently available; in the interim, public policymakers should be made aware that nonexperimental estimates are subject to potentially significant biases.
Author: Ronald T. Cravey Publisher: ISBN: Category : Academic achievement Languages : en Pages : 234
Book Description
The purpose of this study was to determine if a relationship exists between level of implementation of educational technology and student achievement. Previous investigations of this relationship have produced mixed results. Three research questions were developed. The first asked about a relationship between educational technology implementation and student achievement in reading, the second asked about a relationship between mathematics achievement and technology implementation, and the third questioned whether a relationship existed between social studies achievement and technology implementation. The population was Texas public school campuses with grads 6-8. The units of analysis for the study were data aggregated at the campus level. The percentage of students passing the state-mandated standardized tests for eighth grade students for reading, mathematics, and social studies served as the dependent variables. The independent variables were based on four educational technology constructs. These four constructs were defined by the four domains on the Campus School Technology and Readiness (STaR) Chart. The Campus STaR Chart is a self-assessment instrument that serves as a measure of campus educational technology implementation. The four domains are: (1) teaching and learning. (2) educator preparation and development, (3) administration and support services, and (4) infrastructure for technology. Control variables for the regression analyses were the percentage of students who were classified by the state as economically disadvantaged (SES), the percentage of students who were classified as limited English proficient (LEP), and the per pupil instructional expenditures per campus. The results showed that educational technology implementation as measured by the Campus STaR Chart had no effect on student achievement in core academic areas (p>.05) when SES, LEP, and instructional expenditures were controlled. The areas of achievement in this study were limited to core subject areas, leaving other areas such as knowledge gained about technology open for additional investigation. Results of this study support the idea that level of technology implementation may enhance knowledge of technology without sacrificing academic achievement in core academic subjects.
Author: Leanne Dorhout
Author: Leanne Dorhout
Author: Celia Avant Drews
Author: 
Author: Elizabeth A. Dalton
Author: United States. Congress
Author: United States. Congress. House
Author: Laura Horn
Author: 
Author: Jens Ludwig
Author: Ronald T. Cravey