A Quantitative Study of Gender, SES, and Absenteeism and the Effects on Student Eighth Grade Mathematics TAKS Scores in Texas PDF Download
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Author: David L. Brown Publisher: ISBN: Category : Languages : en Pages : 188
Book Description
The purpose of this study was to determine if there is a relationship between student achievement in Texas, as measured by the eighth grade mathematics Texas Assessment of Knowledge and Skills (TAKS) test and attendance rates of individuals, socio-economic status (SES), gender, and if the relationship varies between school size. This study separated schools into quartiles based on the size of the schools that housed eighth grade students for the 2008-2009 school year. Demographic and testing data were compiled from the Texas Education Agency (TEA) for students who were administered the eighth grade mathematics test in Texas during the 2008-2009 school year. Inferential statistics were compiled using the data from TEA to get a description of the data sample. Data were analyzed by correlation and multiple regression analysis. The findings of this study indicated that students who have high absenteeism and are categorized as low socio-economic status have a higher likelihood of not meeting minimum requirements on the eighth grade mathematics TAKS test. This study also indicated that there is a minimal gap between genders in mathematics in the eighth grade. This study also revealed that students in larger junior high schools were performing higher on the mathematics TAKS test in eighth grade. Therefore, results of this study provide data to schools and policy makers regarding the significance of attendance, SES, gender, and school size on student achievement.
Author: David L. Brown Publisher: ISBN: Category : Languages : en Pages : 188
Book Description
The purpose of this study was to determine if there is a relationship between student achievement in Texas, as measured by the eighth grade mathematics Texas Assessment of Knowledge and Skills (TAKS) test and attendance rates of individuals, socio-economic status (SES), gender, and if the relationship varies between school size. This study separated schools into quartiles based on the size of the schools that housed eighth grade students for the 2008-2009 school year. Demographic and testing data were compiled from the Texas Education Agency (TEA) for students who were administered the eighth grade mathematics test in Texas during the 2008-2009 school year. Inferential statistics were compiled using the data from TEA to get a description of the data sample. Data were analyzed by correlation and multiple regression analysis. The findings of this study indicated that students who have high absenteeism and are categorized as low socio-economic status have a higher likelihood of not meeting minimum requirements on the eighth grade mathematics TAKS test. This study also indicated that there is a minimal gap between genders in mathematics in the eighth grade. This study also revealed that students in larger junior high schools were performing higher on the mathematics TAKS test in eighth grade. Therefore, results of this study provide data to schools and policy makers regarding the significance of attendance, SES, gender, and school size on student achievement.
Author: David Hammel Publisher: ISBN: Category : Academic achievement Languages : en Pages : 91
Book Description
n the research study, this investigator utilized a non-experimental, causal-comparative design (ex post facto) with archival data to determine the real impact single gender instruction had on eighth grade students' mathematics achievement. The purpose of this study was to quantitatively analyze the benefits of single gender mathematics instruction for eighth grade male and female students, when compared against traditional coeducational instruction. Specifically, the researcher compared students instructed in single gender eighth grade mathematics classes with students taught in traditional coeducational classes by analyzing fall vs. spring Measures of Academic Progress (MAP) computerized mathematics test score means. Additionally, honors vs. non-honors level groupings were analyzed. The number of students being studied (over 2,000 total from across South Carolina) and the instrumentation being utilized (Northwest Evaluation Association's (NWEA) MAP national assessment) distinguished this research project from previous studies and gave it additional validity and reliability. The mean difference in students' fall vs. spring MAP scores were analyzed utilizing a two way analysis of variance (ANOVA) to determine the impact of each main effect as well as an examination of the interaction of both effects. The research showed that the type of instruction (single gender vs. coeducational) and the interaction between the type and level of instruction did not have a significant impact on the students' overall achievement. The level of instruction (non-honors vs. honors) did have a significant effect on the students' learning with non-honors students outperforming honors students on the MAP assessment that was administered.
Author: Marilyn Ann Martin Publisher: ISBN: Category : Languages : en Pages :
Book Description
The intent of this study is to determine the effects on the reading and math scores of females segregated into single-gender alternative classrooms that had the benefit of an individualized, self-paced curriculum. The Challenge Academy testing clerk, using the Kaufman Test of Educational Achievement in the areas of reading and math, collected data on the students' first and last days of enrollment. Significant main effects for gender, time, educational status, age, and ethnicity were probed using a general linear model of repeated measures. This quantitative model was used because it provided more flexibility to describe the relationship between a dependent variable and a set of independent variables, manipulated one at a time. Comparisons of between-subject effects and within-subject effects were made using a summary ANOVA followed by ad hoc testing when significance was found when there were three factors being tested, such as school age group and ethnicity. Significance was set at 0.025. Of the 500 students enrolled over the seven-year existence of the program, only students who had been pre and post tested were included in this research. After removing students who did not meet the criteria, a sample of 150 students remained. This resulted in small and non-existent cell sample sizes, and adjustments were made to the original intent of the study. The findings observed in this body of research suggest that the gains achieved by males in reading surpassed those of females. Both genders achieved equally in math. A statistical comparison based on gender in special education, school age group, or ethnicity could not be made due to small cell size. Recommendations for further studies include: (1) a study using a larger sample size allowing for greater numbers in each category; (2) longitudinal studies in elementary, middle, and high schools using annual TAKS scores as the data source; (3) a study considering the gender of the instructor; (4) a study comparing high schools whose majority school population represented each of the three ethnic groups; (5) a study of private schools with single-gender populations.
Author: Michelle D. Ungurait Publisher: ISBN: Category : Languages : en Pages : 496
Book Description
The Texas Education Agency's Social Studies Texas Assessment of Knowledge and Skills results show an achievement gap between males and females for every criteria on every test given since 2003. The most dramatic achievement difference is in the area of "traditional" U.S. History. The Texas results mimic a gender gap reported by College Board Texas AP U.S. history exams and the 2006 National Assessment of Education Programs United States assessment for 8th and 12th graders. Literature and education research outline a contentious background the current social studies and history education programs a, a history of social studies assessment programs, and different theoretical frameworks regarding male and female learning. A Transformative Sequential Mixed Method/Model Design was used for this study. Social Studies TAKS quantitative data collected by the Texas Education Agency formed the basis for an Interactive Qualitative Analysis (IQA) study. The Researcher gathered data from a statewide sampling of social studies supervisors, administrators, teachers and Austin Independent School District social studies students. Findings show perspectives regarding the social studies are different and crucial to effective instruction. Both female and male student focus groups believe the teacher to be in complete control of student learning whereas social studies supervisors, administrators, and teachers find the teacher to be a recipient of the pressures from the statewide assessment, accountability, external influences. Female students are shaped by the influences of their outside life and find the entire subject matter covered by the social studies irrelevant. Male students are more personally involved in the history and social studies subject matter finding it important and interesting.
Author: Kurt Osuch Publisher: ISBN: Category : Academic achievement Languages : en Pages : 209
Book Description
The purpose of this causal-comparative study is to examine the impact of Troops to Teachers (TTT) participants on student achievement by comparing the mean scores of Texas students in the eighth grade during the 2011-2012 academic year taught by TTT participants with the mean scores of all other Texas eighth grade students on each of four mandatory standardized examinations. The Texas Education Agency (TEA) provided the archival data used in the evaluation, which consisted of limited teacher demographic information, as well as individual student scores on the vertically equated 2011-2012 version of the State of Texas Assessments of Academic Readiness (STAAR) tests in mathematics, reading, science, and social studies. The results of the analysis indicate that students of non-TTT participants achieved statistically significant higher mean STAAR scores in mathematics, science, and social studies when compared to students of TTT participants. Students of TTT participants achieved higher, but not statistically significant, mean scores in reading when compared to students of all other teachers. This research informs teaching practice and alerts human resources practitioners, school administrators, teachers, legislators, veterans' program officials, and recruiters, to how school systems may design learning communities to take advantage of second-career teachers to further student achievement. Suggestions for further research are included.
Author: David L. Brown
Author: David L. Brown
Author: Eric Edward Martinez
Author: David Hammel
Author: Marilyn Ann Martin
Author: Lawrence Edward Reamer
Author: Michelle D. Ungurait
Author: Kurt Osuch
Author: Lora Jean Fortson
Author: Leslie Ann Feinglas
Author: Cheryl St. John