Author: Leslie Ann FeinglasPublisher:
ISBN:
Category : Eighth grade (Education)
Languages : en
Pages : 162
Book Description
The Impact of the Texas Educators' Excellence Grant on Eighth Grade TAKS Scores
Author: Leslie Ann FeinglasPublisher:
ISBN:
Category : Eighth grade (Education)
Languages : en
Pages : 162
Book Description
The Effects of the Texas Educator Excellence Grant on 4th Grade TAKS Scores
Author: Moises Lopez AlfaroPublisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 186
Book Description
Dissertation Abstracts International
Author: Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 534
Book Description
The Impact of the Malcolm Baldrige Education Criteria for Performance Excellence on Eighth Grade Mathematics TAKS Scores for At-risk Students
Author: Dennis GroverPublisher:
ISBN:
Category : Eighth grade (Education)
Languages : en
Pages : 230
Book Description
A Quantitative Study of Gender, SES, and Absenteeism and the Effects on Student Eighth Grade Mathematics TAKS Scores in Texas
Author: David L. BrownPublisher:
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.
The impact of thematic science and other variables on eighth grade students' Texas Assessment of Academic Skills science scores
Author: Evelyn Parks BarrettPublisher:
ISBN:
Category : Science
Languages : en
Pages : 328
Book Description
The Effect of Grade-level Retention on Student Success as Defined by the Student Success Initiative of Texas
Author: Barbara Lynn ChristensonPublisher:
ISBN:
Category :
Languages : en
Pages : 246
Book Description
Public education in the United States is currently enveloped in an era of intense accountability. At the national level the No Child Left Behind Act, demands accountability in any district or school receiving federal funds. One of the goals of the No Child Left Behind legislation had its roots in the Texas education accountability statute of 1999, when former governor George W. Bush signed into law a mandate that became known as the Student Success Initiative. That law required students in the 3rd grade to pass the state reading assessment in order to be promoted to the 4th grade, beginning in the year 2003. The same group of students would be required to pass their 5th and 8th grade reading and math exams to be promoted to the next grade level. The initiative continued for all students. In opposition to the those policies, the body of research regarding grade-level retention concludes that the practice of grade retention is ineffective in increasing student achievement (Jimerson, 2001, Harness, 1984, McCoy, 1999). This study examined the Student Success Initiative in Texas. The goal was to determine whether retention in 3rd, 5th, or 8th grade made a signification difference in subsequent TAKS scores in comparison with students who were placed in the next grade level by the official Grade Placement Committee. Data was analyzed from three large urban school districts in Texas. Results were consistent across the three school districts. Students who were retained in third grade performed better the subsequent year in third grade, but those successes did not continue consistently through the 5th and 8th grade years. Students retained in 5th grade for math performed poorly on subsequent tests, as did students retained in the 8th grade for reading or math. However, the group of students that was retained in 5th grade due to failure of the TAKS Reading test exhibited success in the subsequent year as well as the 8th grade year. Overall, TAKS students who were retained did not perform better than students who were placed in the next grade level as they progressed through 8th grade.
Rigor is Not a Four-letter Word
Author: Barbara R. BlackburnPublisher: Eye On Education
ISBN: 1596672269
Category : Education
Languages : en
Pages : 210
Book Description
Reader-friendly and practical, Rigor is NOT a Four-Letter Word is filled with tools you can use every day to raise the level of rigor in your classroom. These strategies can be incorporated immediately across content areas, grades, and subjects. Barbara Blackburn clearly defines what rigor is and how individual teachers can provide challenging learning experiences in their classrooms to prepare students for a better future.
Texas Educator Excellence Grant (TEEG) Program
Author: National Center on Performance Incentives (U.S.)Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 143
Book Description
The Impact of Troops to Teachers Participants on Student Achievement: A Causal-Comparative Study
Author: Kurt OsuchPublisher:
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.