The Relationship Between Attendance and Achievement Gains in Mathematics of Eighth Grade Students PDF Download

Author: Susan L. Thomas
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 148

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Author:
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 246

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Author: John D. Sheffield
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ISBN:
Category : Academic achievement
Languages : en
Pages : 55

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Author: David L. Brown
Publisher:
ISBN:
Category :
Languages : en
Pages : 188

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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: Richard J. Coley
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 38

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Author: Theresa Burris-Woodward
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ISBN:
Category :
Languages : en
Pages : 84

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The purpose of this project is to develop a mathematics program for use in an eighthgrade general math class which addresses student self-concept in mathematics focused on (a) a less intimidating, non-threatening classroom environment with a profusion of positive student reinforcement, (b) small cooperative student groups where students explore, problem-solve, reason, recognize thinking with logical justifications, (c) student perseverance, (d) effective classroom questioning to draw out student thinking, and (e) logical puzzles and critical thinking math problems. The objective of the project is to assist teachers and administrators in guaranteeing that all eighth-grade students have the opportunity to be successful in mathematics. Four lessons were designed around the California Mathematics and Common Core Standards. The lessons still need to be piloted and feedback from students and teachers would be beneficial to the effectiveness of each lessons implementation in a middle school mathematics classroom. Keywords: Academic achievement, non-threatening environment, self-concept, cognitive demand, classroom discourse, mathematical classroom discourse, math reasoning.

Author: Paul E. Barton
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 28

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Author: Elliott A. Medrich
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 120

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The substance and impact of state-level reforms related to student standards are presented by: (1) providing information on the currrent state of educational reforms aimed at raising student standards; (2) summarizing research designed to identify linkages between higher standards and student outcomes; (3) exploring the strength of relationships between higher standards and student outcomes; (4) examining trends among indicators associated with higher student standards; and (5) discussing data and methods available to those concerned with the relationship of higher educational standards to student outcomes. The first of four chapters briefly describes the range of state initiatives designed to achieve higher student standards and the problems associated with assessing their impacts, as well as the data available for examining student outcomes. Chapter 2 discusses the great variety of reform activities that have occurred at the state level between 1983 and 1990 and places them in a historical context. Chapter 3 looks at research on trends in student outcomes and linkages to school reform such as student course-taking patterns, the proportion of school time devoted to academic subjects, student achievement, and high school completion rates. The last chapter discusses issues associated with studying the impact of state reforms and suggests some analytical strategies that might be used to describe linkages between reforms and student outcomes. Three appendixes provide the following information: (1) minimum high school graduation requirements for standard diplomas: 1980 and 1990; (2) an overview of researching reform and student outcomes using selected databases; and (3) standard error tables. (53 references) (MLF)

Author: Holly Bailey
Publisher:
ISBN:
Category : Curriculum and instruction
Languages : en
Pages :

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School districts throughout the nation spend hundreds of thousands of dollars on one-to-one technology for students in hopes of increasing academic achievement. This study examined student achievement, via project-based learning and common based assessments, of students who used one-to-one technology in eighth grade compared to students who did not use one-to-one technology in eighth grade. Utilizing mixed methodology the quantitative part of this study included data from common based assessments in mathematics and science. The teachers' and students' perspective of student achievement after using one-to-one technology, through project-based learning, in eighth grade is the qualitative component to this study. Using two separate components, this research was conducted in a large, suburban school district in southeast Texas. First, archival data of CBA scores were gathered from the suburban school district for students who used one-to-one technology in eighth grade and students who did not use one-to-one technology in eighth grade. The results were analyzed via factorial analysis of variance (ANOVA) which determined if there was a statistically significant mean difference between the two groups and within groups. Second, student focus groups were conducted to investigate student belief in the relationship project-based learning through the use of one-to-one technology had on student achievement. Finally, teacher perspectives on self efficacy of implementation of one-to-one technology, through the use of project-based learning was gathered.

Author: Annette Sargent Cornelius
Publisher:
ISBN:
Category :
Languages : en
Pages :

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The purpose of this quantitative study was to investigate the effectiveness of a system-wide Response to Intervention (RTI) program on the mathematical achievement of seventh and eighth grade students. The study consisted of five district schools with a total of 502 participants. The students were identified as belonging to one of two tiers, which differed in regard to amount of intervention. The first tier (Tier 1) of students only received the regular classroom instruction while the second tier (Tier 2/3) received an additional thirty minutes of intervention strategies. The students receiving interventions, the Tier 2/3 students, were divided into two groups. One group received primarily teacher-directed instruction (TDI) as an intervention while the other group received computer-assisted instruction (CAI) as an intervention. For the purpose of this study, the CAI intervention involved the use of the commercial program, Odyssey Math. The students were benchmark tested at the beginning and end of the 2010-2011 school year using the STAR Math assessment program and also progress monitored on a regular basis. In an attempt to determine the effectiveness of the RTI program, a gain score ANOVA was conducted using the scaled scores of the two tiers from the beginning and the end of the school year. The analysis indicated that Tier 2/3 students did demonstrate greater growth than the students in Tier 1. The gain scores of the two groups of Tier 2/3 were also used in a gain score ANOVA to measure differences in growth. An additional analysis of their mean scores was also conducted using ANCOVA. Both analyses indicated that the CAI group demonstrated greater gains. A third analysis was conducted in order to determine how accurately the STAR Math assessment program could predict student success (reaching either a Proficient or Advanced level) on the state assessment. While the STAR Math program did not accurately predict the students' level in every case, the logistic regression analysis did indicate that the program was successful in identifying struggling students.