The Relationship Between Student Transfers and District Academic Performance: Accounting for Feedback Effects

2015 ◽  
Vol 10 (3) ◽  
pp. 399-422 ◽  
Author(s):  
David M. Welsch ◽  
David M. Zimmer
Keyword(s):  
Academic Performance ◽  
Panel Data ◽  
Standardized Test ◽  
Panel Data Models ◽  
Test Results ◽  
Feedback Effects ◽  
Student Transfers ◽  
The Relationship ◽  
Standardized Test Results ◽  
Dynamic Element

This paper draws attention to a subtle, but concerning, empirical challenge common in panel data models that seek to estimate the relationship between student transfers and district academic performance. Specifically, if such models have a dynamic element, and if the estimator controls for unobserved traits by including district-level effects, then model validity does not allow for a district's academic performance, in turn, to impact future transfers. Yet it seems reasonable that families, having access to publicly available aggregated information on standardized test results, seek to move their children to better-performing districts. In this paper, we demonstrate that, not only is such feedback quantitatively and qualitatively important, but also that allowing for such feedback substantially alters the estimated relationship between transfers and district performance.

Achievement as a Momentary Event, as a Continuing State, Locus of Control: A Clarification

1980 ◽  
Vol 51 (3_suppl2) ◽  
pp. 1159-1166 ◽  
Author(s):  
Lawrence W. Sherman ◽  
Richard J. Hofmann
Keyword(s):  
Locus Of Control ◽  
Standardized Test ◽  
School Achievement ◽  
Test Results ◽  
Grade Point ◽  
Path Diagram ◽  
The Relationship ◽  
Standardized Test Results ◽  
Diagram Approach ◽  
Better Than

The relationship between locus of control and achievement is clarified by disaggregating achievement into a momentary event (standardized test results) and continuing state (grade-point average) utilizing a path diagram approach. Although there are no substantial correlations among socioeconomic status, sex, and locus of control in this study, the three variables predict school achievement as a continuing state ( R = 33) considerably better than they do as a momentary event ( R = .56) of 174 students in Grade 8.

Mathematics Grade as Correlate to Performance in the National Achievement Test

2020 ◽  
Vol 8 (1) ◽  
pp. 31-41
Author(s):  
Daryl T. Paredes ◽  
Ronalyn G. Albopera ◽  
Gladys T. Balog ◽  
Vincent A. Buladas ◽  
Mary Grace D. Hoyle ◽  
...  
Keyword(s):  
Academic Performance ◽  
Significant Degree ◽  
Achievement Test ◽  
Department Of Education ◽  
Test Results ◽  
Achievement Level ◽  
School Year ◽  
Documentary Analysis ◽  
Student’S Performance ◽  
The Relationship

Tests in schools can be informative. However, the Department of Education administered a set of examinations like the National Achievement Test which is designed to determine the learner's achievement level, strengths, and weaknesses in five curricular subject areas at the end of the school year. The study intended to look into the relationship between academic performance in Mathematics and NAT results. There has been a purposive universal sampling design. It is purposive because the research is only studying the academic performance in Mathematics, and universal because the subjects of the study are all the grade six pupils of Victoriano D. Tirol Advanced Learning Center for four consecutive school years. Documentary analysis was used as to the data of existing records on the academic performance and National Achievement Test results in Mathematics. The association between academic achievement and NAT outcomes in Mathematics was investigated using correlation analysis and one-way analysis of variance (ANOVA). The analyses revealed that there is a significant correlation between the pupil's academic performance and NAT results. Also, there is a significant degree of variance in the student's performance as to National Achievement Test Results in four consecutive school years.

scholarly journals Predicting Middle Level State Standardized Test Results Using Family and Community Demographic Data

RMLE Online ◽  
2016 ◽  
Vol 40 (1) ◽  
pp. 1-13 ◽  
Author(s):  
Christopher H. Tienken ◽  
Anthony Colella ◽  
Christian Angelillo ◽  
Meredith Fox ◽  
Kevin R. McCahill ◽  
...  
Keyword(s):  
Standardized Test ◽  
Demographic Data ◽  
Middle Level ◽  
Test Results ◽  
Standardized Test Results

scholarly journals The relationship between unhealthy snacking at school and academic outcomes: a population study in Chilean schoolchildren

2014 ◽  
Vol 18 (11) ◽  
pp. 2022-2030 ◽  
Author(s):  
Paulina Correa-Burrows ◽  
Raquel Burrows ◽  
Yasna Orellana ◽  
Daniza Ivanovic
Keyword(s):  
Academic Performance ◽  
Academic Outcomes ◽  
School Health ◽  
Standardized Test ◽  
Saturated Fat ◽  
Metropolitan Region ◽  
Cross Sectional ◽  
Language And Mathematics ◽  
And Mathematics ◽  
The Relationship

AbstractObjectiveWe examined the association between unhealthy snacking at school and academic outcomes in students from the Santiago Metropolitan Region (Chile).DesignCross-sectional population-based study.SettingWe measured the nutritional quality of snacks at school using an FFQ, and accounting for the amounts of saturated fat, fibre, sugar and salt in the foods, and academic outcomes using national standardized test scores in Language and Mathematics. Multivariate regression analyses modelled the relationship between unhealthy snacking at school (exposure), potential confounders and performance in Mathematics and Language (outcomes).SubjectsRandom sample of 1073 students (13·1 (sd 2·3) years old) attending public, partially subsidized and private schools.ResultsFifty-six per cent of students ate items at snack time that were high in fat, sugar, salt and energy, and thus were considered to have unhealthy snaking. Thirty-six per cent and 8 % were considered to have poor-to-fair and healthy snacking, respectively. Unhealthy snacking significantly lowered the odds of good academic performance in both domains. Students having unhealthy snacks were 56 % less likely to pass in Language (fully adjusted OR=0·44; 95 % CI 0·23, 0·85) and 66 % less likely to pass in Mathematics (fully adjusted OR=0·34; 95 % CI 0·19, 0·64) compared with students having healthy snack items.ConclusionsSchoolchildren eating unhealthy foods at snack time had worse academic performance in Language and Mathematics, as measured by a standardized test. Although association does not imply causation, these findings support the notion that academic and health-related behaviours are linked. More research is needed on the effect of school health programmes on educational outcomes.

Efficacy of Test-Wiseness on Test Anxiety and Reading Achievement among Black Youth

1977 ◽  
Vol 41 (3_suppl) ◽  
pp. 1135-1140 ◽  
Author(s):  
John M. Dillard ◽  
Jacqueline Warrior-Benjamin ◽  
David W. Perrin
Keyword(s):  
Test Anxiety ◽  
Standardized Test ◽  
Black Children ◽  
Self Concept ◽  
Test Results ◽  
Lower Socioeconomic Status ◽  
Test Taking ◽  
Lower Socioeconomic ◽  
Treatment Procedures ◽  
Standardized Test Results

This investigation examined the effects of test-wiseness on test anxiety, self-concept, and standardized test results. Test-anxious subjects (60 black children in grade 6 and of lower socioeconomic status) experiencing high test anxiety, low self-concept, deficiency in test-taking skills, and reading two levels below appropriate levels were treated with three treatment procedures: test-wiseness skills, applied test-taking self-concept skills, or no treatment (non-experimental group). Three measures were used to assess the independent variables. The results showed that teaching test-wiseness was significantly effective in reducing test anxiety and improving test-score results; however, applied test-taking self-concepts were not significantly improved.

scholarly journals Making a Connection between Student Achievement, Teacher Accountability, and Quality Classroom Instruction

2015 ◽  
Author(s):  
Kelli Ballard ◽  
Alan Bates
Keyword(s):  
Standardized Tests ◽  
Test Performance ◽  
Classroom Instruction ◽  
Standardized Test ◽  
Fourth Graders ◽  
High Stakes ◽  
Fourth Grade Students ◽  
Ongoing Assessment ◽  
The Relationship ◽  
Standardized Test Results

The importance of standardized test results is becoming more prevalent in the structure of classroom instruction and the operation of schools throughout the nation due to pressure on educators and students from various levels of authority. This study looks at the relationship between classroom instruction and standardized test content and the effects this has on students, parents, and teachers. Seventeen fourth grade students, fourteen parents of fourth graders, and fifteen elementary teachers completed surveys. The study describes several positive and negative aspects to standardized tests, along with ideas of who is responsible for test performance. Standardized tests provide comparisons and are a tool for improvement. Too much emphasis is placed on high stakes test along with unrealistic expectations for some. The results indicate that ongoing assessment is effective for measuring student learning and teacher effectiveness.

scholarly journals Las condiciones ambientales en las aulas de Primaria en Iberoamérica y su relación con el desempeño académico

2012 ◽  
Vol 20 ◽  
pp. 18 ◽  
Author(s):  
F. Javier Murillo ◽  
Cynthia Martinez-Garrido
Keyword(s):  
Academic Performance ◽  
School Climate ◽  
Language Learning ◽  
Primary Education ◽  
Multilevel Model ◽  
Information Sources ◽  
Standardized Test ◽  
Classroom Teachers ◽  
Teachers And Students ◽  
The Relationship

School climate describe the environment that affects the behavior of teachers and students at the classroom. Elements of the school climate such as the building and its arrangements reflect the children, their needs, and their educational accomplishments. Some of these elements, however, have not received much attention in studies about the academic performance in Primary Education. This paper describes the relationship between environmental conditions in the classroom (e.g., lighting, isolation, order, cleanliness,…) and the academic performance of the students. This study analyses 248 Primary Education classrooms from nine countries of Iberoamerica using a 4-level Multilevel Model. The following information sources were used in this study: i) Classroom guide observation completed by researcher. ii) Standardized test to Math and Language learning. iii) Questionnaire to classroom teachers, pupils and their families. The results of this study highlight the strong influence of the order and cleanliness on the academic performance of the students.

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