scholarly journals Merit pay, case-by-case: Variables affecting student achievement, teacher retention, and the problem of standardized tests

2021 ◽  
Vol 8 (1) ◽  
pp. 1920560
Author(s):  
Sung Joong Kim
Keyword(s):  
Student Achievement ◽  
Teacher Retention ◽  
Standardized Tests ◽  
Merit Pay

scholarly journals Does professional development for teachers impact student behavior utilizing class-wide function-related intervention teams?

2021 ◽  
Author(s):  
◽  
April Phillips
Keyword(s):  
Professional Development ◽  
Student Achievement ◽  
Teacher Retention ◽  
Teacher Professional Development ◽  
Student Behavior ◽  
Intervention Program ◽  
Academic Experiences ◽  
Office Referrals ◽  
Intervention Teams ◽  
Teacher Professional

Students who disrupt the classroom due to externalizing behaviors can impact all of these, but more importantly, these behaviors interrupt student learning. Due to these stressors, the purpose of this study was to explore how a behavior intervention program, Class-Wide Function-related Intervention Teams (CW-FIT), within the scope of teacher professional development, can impact students' behaviors, improve teacher retention, and ultimately improve academic experiences in a suburban elementary school in Southwest Missouri. The mixed-methods study used a convergent mixed method design to explore how the CW-FIT impacted behaviors of elementary students. It also examined the correlation, if any, between teacher professional development of the CW-FIT and office referrals, teacher retention, and student achievement. Participants in this research study started with 12 elementary teachers and 10 classrooms. After the Pandemic began, the study continued in the fall of 2020 and included 11 teachers and nine classrooms (from third to fifth grade). Analysis of observation results, documents, and interviews, found that CW-FIT positively impacted student behavior in the participating elementary classrooms. Evidence showed the need for PD, how the CW-FIT increased student achievement through student engagement and teacher praise, and on-task behavior.

scholarly journals Examining Student Achievement, Teacher Effectiveness, and Merit Pay in a Rural School District

2020 ◽  
Vol 3 (2) ◽  
pp. 11-39
Author(s):  
Mary Boudreaux ◽  
Jill Faulkner
Keyword(s):  
Student Achievement ◽  
School District ◽  
Teacher Effectiveness ◽  
Merit Pay ◽  
Rural School ◽  
Education Level ◽  
Content Area ◽  
Achievement Scores ◽  
Years Of Experience ◽  
Rural School District

With more rigorous standards and testing at the forefront of educational reform across the nation, the rural school district in this study developed a strategic compensation plan with bonus pay based on student test scores as a teacher success incentive. A causal-comparative study was conducted to examine the effect of teacher merit pay levels on teacher effectiveness and student achievement within a rural school district. The study also considered if there is a difference among the teacher effectiveness levels and student achievement scores and certain moderating variables including content area, years of experience, gender, and education level. One-way ANOVA analysis determined student achievement scores were significantly lower when the teacher did not qualify for a bonus than at any and every other bonus level. Linear regression analyses found significant moderation effects for years of experience, education level, and content area, but not for teacher gender.

A critical assessment of published tests for elementary school mathematics

1974 ◽  
Vol 21 (1) ◽  
pp. 14-18
Author(s):  
L. Ray Carry
Keyword(s):  
Student Achievement ◽  
Elementary School ◽  
Standardized Tests ◽  
Mathematics Teacher ◽  
Critical Assessment ◽  
School Mathematics ◽  
Elementary School Mathematics ◽  
Instructional Objectives ◽  
Average Student ◽  
Criterion Referenced

This paper is intended as an aid to the elementary school mathematics teacher who uses published tests for evaluating student achievement in e lementary school mathematics. (“Published tests” jn this paper refers to standardized tests and to published criterion-referenced tests.) Often teachers must administer to their students tests that do not directly assess the teacher's objectives. The almost certain outcome of such a procedure is that average student achievement is revealed to be unexpectedly low. Such an outcome may result in pressure to modify the instructional objectives so that instruction becomes consistent with the behaviors assessed by the achievement tests. Over a period of years this process could lead to a situation where mathematics course objectives are in effect determined by test content. Stated tritely perhaps, but accurately, we could end up “with the cart before the horse.”

A Closer Look at Standardized Tests

1982 ◽  
Vol 29 (7) ◽  
pp. 50-54
Author(s):  
Donald J. Freeman ◽  
Therese M. Kuhs ◽  
Lucy B. Knappen ◽  
Andrew C. Porter
Keyword(s):  
Student Achievement ◽  
Instructional Strategies ◽  
Standardized Tests ◽  
Standardized Test ◽  
Learning Problems ◽  
Test Results ◽  
Individual Level ◽  
Teacher's Knowledge ◽  
Standardized Test Results

It is commonly argued that teachers should use scores from standardized tests to facilitate instruction. Specifically, teachers are encouraged to use standardized test results to evaluate student achievement on both a group and individual level, to identify students with learning problems, and to assess the effectiveness of instructional strategies that have been used. The use of standardized tests for any of these functions, however, must be tempered by the teacher's knowledge of the extent to which the content of the test parallels the content of instruction.

scholarly journals Saudi Standardized Tests and English Competence: Association and Prediction for Freshmen Medical Students’ Performance in Chemistry

2020 ◽  
Vol 13 (5) ◽  
pp. 144
Author(s):  
Abdulaziz Althewini
Keyword(s):  
Student Achievement ◽  
Medical Student ◽  
Standardized Tests ◽  
Large Scale ◽  
Admission Criteria ◽  
Regression Analyses ◽  
Admission Criterion ◽  
General Aptitude Test ◽  
Admission Test ◽  
English Competence

The research is created to investigate the prediction of admission criteria for medical student achievement in chemistry in Saudi Arabia. It examines if the General Aptitude Test (GAT), the Scholastic Achievement Admission Test (SAAT), and English competence, can to a certain extent predict and foretell students’ achievement in the chemistry. The study sample consists of 240 participants, providing their grades in the admission criteria and chemistry. Regression analyses are utilized to define the weight of individual admission criterion prediction for student achievement in chemistry. It illustrates that admission criteria could predict students’ grades in chemistry with a variance of 30%. The results also show English competence does play a more significant rule in predicting students’ performance in chemistry. More research is needed to examine whether these criteria are also predictors with a large scale of students’ population.

Improving Student Achievement on Standardized Tests: One Approach

1988 ◽  
Vol 72 (505) ◽  
pp. 54-58
Author(s):  
Marlene K. Caplan ◽  
Thomas J. O'Rourke
Keyword(s):  
Student Achievement ◽  
Standardized Tests ◽  
Improving Student Achievement

Does cultural intelligence matter?

2016 ◽  
Vol 10 (4) ◽  
pp. 465-488 ◽  
Author(s):  
Kathy S. Collins ◽  
Ibrahim Duyar ◽  
Carolyn L. Pearson
Keyword(s):  
Student Achievement ◽  
Language Arts ◽  
Standardized Tests ◽  
Cultural Intelligence ◽  
Latino Students ◽  
Achievement Scores ◽  
Content Type ◽  
Latino Student ◽  
Latino Student Achievement ◽  
Convergent Validation

Purpose The purpose of this study was to examine whether the levels of cultural intelligence (CQ) of principals and teachers influence Latino students’ achievement. The study first tested the applicability of Ang and Van Dyne’s (2008) Cultural Intelligence Questionnaire (CQS) for the measurement of principals and teachers’ CQ levels by construct validating this instrument. Later, it investigated whether the CQ levels of principals and teachers explain the achievement levels of Latino students in mathematics and language arts. Design/methodology/approach A naturalistic relational research design was used to study the relationships between the study variables. Participants included a cluster random sample of 86 principals and 311 teachers in a southern state. The convergent validation was used to establish the construct validity of the CQS by correlating CQS subscale scores with several measures of principal and teacher multicultural exposure. A series of hierarchical multiple regression analyses were conducted to investigate the association between the principal and teacher CQS subscale scores and the Latino student achievement scores on state standardized tests. Findings The four-factor structure of the CQS scale was found to be valid in the educational settings. Principals’ level of CQ significantly predicted Latino students’ achievement scores of eight grade math and eight grade language arts. On the contrary to the expectations, there was no evidence to suggest that teacher-level CQ as measured by the CQS is predictive of Latino student achievement. Further analyses showed that multicultural exposures of teachers, such as being multilingual and visiting other countries, significantly predicted Latino students’ language arts performance. Originality/value This study has policy and research implications toward understanding and eliminating achievement gaps of Latino student populations. It sheds empirical light on whether this gap can be explained with the multicultural intelligence levels of principals and teachers, the two most influential actors in schools. By construct validating CQS, the study methodologically contributed to the pertinent educational research, which lacks instruments for the measurement of CQ levels of educational workforce.

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