Author: Ivy Lynn Pfeffer
Publisher:
ISBN:
Category : Arkansas
Languages : en
Pages : 234
Book Description
The purpose of this study was to examine the variables that impact the strength of the educator workforce in Arkansas's High Poverty/ High Minority schools and to determine if current allocations, expenditures and uses of Title II, Part A funds impact a district's ability to recruit and retain quality teachers, identified as ‘excellent' teachers in this study. This study used a quantitative data analysis approach to describe and test relationships. The researcher selected a total of 126 schools from 37 Arkansas school districts for the study based on the school’s reported poverty and minority status in yearly Cycle 2 submissions to the Arkansas Department of Education from the most recent three academic years. The identified schools were classified as High-Poverty or High-Minority if their reported demographics were in the top 25% of Arkansas’s identified poverty and minority schools based on student populations for the past three academic years. Each school and district were assigned an equity composite score as a way to measure the school's workforce. The composite score, a combination of the district or school’s three-year percentage of inexperienced and unqualified teachers, teachers teaching out of their area of preparation, and the percent of teacher turnover, converted percentages into average raw numbers. A high composite score reflected more instability in the district’s workforce, while a lower composite indicated that the school had fewer teachers in these categories, thus a stronger workforce. One-sample t-tests, bivariate correlations, and univariate ANOVA were conducted to test the hypotheses in this study. The dependent variable in all of the calculations were the equity composite scores. While the analysis did show promise in the equity composite scores as a descriptive measure for determining workforce strength, the research did not reveal definitive relationships between Title II-A funding and expenditures and the workforce strength. The results of the investigation provide a foundation for future study and highlight the need for state agencies, local districts, policymakers, and communities to focus on the educator workforce.
An Investigation of the Variables that Impact the Strength of Arkansas Public Schools' Educator Workforce
Author: Ivy Lynn Pfeffer
Publisher:
ISBN:
Category : Arkansas
Languages : en
Pages : 234
Book Description
The purpose of this study was to examine the variables that impact the strength of the educator workforce in Arkansas's High Poverty/ High Minority schools and to determine if current allocations, expenditures and uses of Title II, Part A funds impact a district's ability to recruit and retain quality teachers, identified as ‘excellent' teachers in this study. This study used a quantitative data analysis approach to describe and test relationships. The researcher selected a total of 126 schools from 37 Arkansas school districts for the study based on the school’s reported poverty and minority status in yearly Cycle 2 submissions to the Arkansas Department of Education from the most recent three academic years. The identified schools were classified as High-Poverty or High-Minority if their reported demographics were in the top 25% of Arkansas’s identified poverty and minority schools based on student populations for the past three academic years. Each school and district were assigned an equity composite score as a way to measure the school's workforce. The composite score, a combination of the district or school’s three-year percentage of inexperienced and unqualified teachers, teachers teaching out of their area of preparation, and the percent of teacher turnover, converted percentages into average raw numbers. A high composite score reflected more instability in the district’s workforce, while a lower composite indicated that the school had fewer teachers in these categories, thus a stronger workforce. One-sample t-tests, bivariate correlations, and univariate ANOVA were conducted to test the hypotheses in this study. The dependent variable in all of the calculations were the equity composite scores. While the analysis did show promise in the equity composite scores as a descriptive measure for determining workforce strength, the research did not reveal definitive relationships between Title II-A funding and expenditures and the workforce strength. The results of the investigation provide a foundation for future study and highlight the need for state agencies, local districts, policymakers, and communities to focus on the educator workforce.
Publisher:
ISBN:
Category : Arkansas
Languages : en
Pages : 234
Book Description
The purpose of this study was to examine the variables that impact the strength of the educator workforce in Arkansas's High Poverty/ High Minority schools and to determine if current allocations, expenditures and uses of Title II, Part A funds impact a district's ability to recruit and retain quality teachers, identified as ‘excellent' teachers in this study. This study used a quantitative data analysis approach to describe and test relationships. The researcher selected a total of 126 schools from 37 Arkansas school districts for the study based on the school’s reported poverty and minority status in yearly Cycle 2 submissions to the Arkansas Department of Education from the most recent three academic years. The identified schools were classified as High-Poverty or High-Minority if their reported demographics were in the top 25% of Arkansas’s identified poverty and minority schools based on student populations for the past three academic years. Each school and district were assigned an equity composite score as a way to measure the school's workforce. The composite score, a combination of the district or school’s three-year percentage of inexperienced and unqualified teachers, teachers teaching out of their area of preparation, and the percent of teacher turnover, converted percentages into average raw numbers. A high composite score reflected more instability in the district’s workforce, while a lower composite indicated that the school had fewer teachers in these categories, thus a stronger workforce. One-sample t-tests, bivariate correlations, and univariate ANOVA were conducted to test the hypotheses in this study. The dependent variable in all of the calculations were the equity composite scores. While the analysis did show promise in the equity composite scores as a descriptive measure for determining workforce strength, the research did not reveal definitive relationships between Title II-A funding and expenditures and the workforce strength. The results of the investigation provide a foundation for future study and highlight the need for state agencies, local districts, policymakers, and communities to focus on the educator workforce.
The Impact of Arkansas Educational Standards on the Relationship Between School Size and Student Achievement
Author: Mary Moon Hopkin
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 180
Book Description
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 180
Book Description
A Report on the Arkansas Experiment in Teacher Education
Author: Arkansas Experiment in Teacher Education
Publisher:
ISBN:
Category : Arkansas Experiment in Teacher Education
Languages : en
Pages : 56
Book Description
Publisher:
ISBN:
Category : Arkansas Experiment in Teacher Education
Languages : en
Pages : 56
Book Description
Statistical Summary for the Public Schools of Arkansas
Resources in Education
Arkansas Department of Education Business Leader Research on Preparedness of High School Seniors for Entering the Workforce
Author: Arkansas State Department. of Education, Little Rock
Publisher:
ISBN:
Category :
Languages : en
Pages : 13
Book Description
In May of 2006, two focus groups were conducted for the Arkansas Department of Education. The goal of this research was to explore the needs of Arkansas business leaders with regards to hiring Arkansas high school graduates. Some of the themes explored in the research were: skills perceived to be lacking in the graduates, strong suits of recent high school graduates, current workforce needs, and overall perceptions of recent high school graduates. The skills that employers look for are hard skills and soft skills. Hard skills are those skills sets useful for specific job types. In this report the hard skills discussed are: writing, math, science, computer skills and reading comprehension. Soft skills are defined as everyday life/social skills and will include work ethic, verbal and nonverbal communication, attendance, and interview abilities and attitudes. The complaints of the business leaders were dominated by soft skills.
Publisher:
ISBN:
Category :
Languages : en
Pages : 13
Book Description
In May of 2006, two focus groups were conducted for the Arkansas Department of Education. The goal of this research was to explore the needs of Arkansas business leaders with regards to hiring Arkansas high school graduates. Some of the themes explored in the research were: skills perceived to be lacking in the graduates, strong suits of recent high school graduates, current workforce needs, and overall perceptions of recent high school graduates. The skills that employers look for are hard skills and soft skills. Hard skills are those skills sets useful for specific job types. In this report the hard skills discussed are: writing, math, science, computer skills and reading comprehension. Soft skills are defined as everyday life/social skills and will include work ethic, verbal and nonverbal communication, attendance, and interview abilities and attitudes. The complaints of the business leaders were dominated by soft skills.
A Study of Certain Finance Problems of Arkansas Public Schools
Author: University of Arkansas (Fayetteville campus) of Education
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 132
Book Description
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 132
Book Description
A Study of the Educational Needs of Future Arkansas Employees Based on Information Obtained from Selected Professional Leaders in Business, Industry, and Education
Author: Sue Devero
Publisher:
ISBN:
Category : High school graduates
Languages : en
Pages : 412
Book Description
Publisher:
ISBN:
Category : High school graduates
Languages : en
Pages : 412
Book Description
Arkansas Department of Education Combined Research Report of Business Leaders and College Professors on Preparedness of High School Graduates
Author: Arkansas State Department. of Education, Little Rock
Publisher:
ISBN:
Category :
Languages : en
Pages : 75
Book Description
Across the United States, business leaders and educators agree that too many high school students are graduating without the skills they need to succeed in the workplace or in higher education. This lack of preparation leads to problems in meeting the needs of the economy, and it means remedial classes for college freshmen. Included in this combined report are the results from two studies conducted by the Arkansas Department of Education. One study covers business leaders' opinions on the preparedness of high school graduates entering the workforce. The second study focuses on college professors' assessment of the preparedness of high school graduates for post-secondary school.
Publisher:
ISBN:
Category :
Languages : en
Pages : 75
Book Description
Across the United States, business leaders and educators agree that too many high school students are graduating without the skills they need to succeed in the workplace or in higher education. This lack of preparation leads to problems in meeting the needs of the economy, and it means remedial classes for college freshmen. Included in this combined report are the results from two studies conducted by the Arkansas Department of Education. One study covers business leaders' opinions on the preparedness of high school graduates entering the workforce. The second study focuses on college professors' assessment of the preparedness of high school graduates for post-secondary school.
The Toolbox Revisited
Author: Clifford Adelman
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 232
Book Description
The Toolbox Revisited is a data essay that follows a nationally representative cohort of students from high school into postsecondary education, and asks what aspects of their formal schooling contribute to completing a bachelor's degree by their mid-20s. The universe of students is confined to those who attended a four-year college at any time, thus including students who started out in other types of institutions, particularly community colleges.
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 232
Book Description
The Toolbox Revisited is a data essay that follows a nationally representative cohort of students from high school into postsecondary education, and asks what aspects of their formal schooling contribute to completing a bachelor's degree by their mid-20s. The universe of students is confined to those who attended a four-year college at any time, thus including students who started out in other types of institutions, particularly community colleges.