scholarly journals Is School Value Added Indicative of Principal Quality?

2016 ◽  
Vol 11 (3) ◽  
pp. 283-309 ◽  
Author(s):  
Hanley Chiang ◽  
Stephen Lipscomb ◽  
Brian Gill
Keyword(s):  
Student Achievement ◽  
Longitudinal Data ◽  
School Principals ◽  
Value Added ◽  
Eighth Grade ◽  
Reading Outcomes ◽  
Achievement Growth ◽  
Eighth Grade Students

States across the country are developing systems for evaluating school principals on the basis of student achievement growth. A common approach is to hold principals accountable for the value added of their schools—that is, schools’ contributions to student achievement growth. In theory, school value added can reflect not only principals’ effectiveness but also other school-specific influences on student achievement growth that are outside of principals’ control. In this paper, we isolate principals’ effects on student achievement growth and examine the extent to which school value added captures the effects that principals persistently demonstrate. Using longitudinal data on the math and reading outcomes of fourth- through eighth-grade students in Pennsylvania, our findings indicate that school value added provides very poor information for revealing principals’ persistent levels of effectiveness.

Value-added in Higher Education: a new methodology for undergraduate programs in Brazil

2021 ◽  
Vol 26 (2) ◽  
pp. 606-628
Author(s):  
Vivian Duarte Couto Fernandes ◽  
Gilberto José Miranda ◽  
Nicola Alexander ◽  
Janser Moura Pereira
Keyword(s):  
Higher Education ◽  
Student Achievement ◽  
Value Added ◽  
Assessment System ◽  
Learning Context ◽  
Education Assessment ◽  
Higher Education Assessment ◽  
Expected Performance ◽  
Achievement Growth ◽  
Undergraduate Programs

Among the quality indicators released by the Brazilian Higher Education Assessment System (Sinaes), the Indicator “Difference between Observed and Expected Performance” (IDD) has the purpose of measuring the contribution of the course to student achievement during undergraduate programs. The research presented here offers a new methodology for calculating the IDD (Model IDD-VDCF), examining the philosophical and statistical underpinnings of quality measures, focusing on those that capture the value-added as a student achievement growth. The survey included a sample of 30,668 students, from 911 accounting undergraduate programs in Brazil. The insertion of control variables (at the student and at the institution level) reduced the bias of the IDD estimate associated with the student's selection in specific Accounting Sciences courses. The results call attention to the need to consider the students' learning context when one wants to compare the performance between institutions based on standardized tests. The major contribution of this work is the development of a measure that disentangles more fully what the contribution of program is to student learning, and what merely is a reflection of the capacity that a student brought to the program.

scholarly journals School Sponsored Extracurricular Activities and Math Achievement among Hispanic Students

2011 ◽  
Vol 6 (2) ◽  
pp. 48-57
Author(s):  
Jose A. Espinoza
Keyword(s):  
Student Achievement ◽  
Inner City ◽  
Extracurricular Activities ◽  
Math Achievement ◽  
Hispanic Students ◽  
Eighth Grade ◽  
Future Research ◽  
Knowledge And Skills ◽  
Eighth Grade Students ◽  
Academic Year

Differences in math achievement between Hispanic eighth grade students who participated in school sponsored extracurricular activities and Hispanic eighth grade students who did not participate in school sponsored extracurricular activities at an inner-city campus in the State of Texas were examined for the 2008-2009 academic year. The Texas Assessment of Knowledge and Skills (TAKS) Math exam served as the measure of student achievement. Hispanic eighth grade students who were involved in extracurricular activities had statistically significantly higher scores as well as higher passing percentages than did Hispanic eighth grade students who were not involved in extracurricular activities on the TAKS Math exam. Implications are presented and recommendations for future research are made.

The Direct Effects of Principal–Student Discussions on Eighth Grade Students’ Gains in Reading Achievement

2011 ◽  
Vol 47 (5) ◽  
pp. 772-793 ◽  
Author(s):  
Jack P. Silva ◽  
George P. White ◽  
Roland K. Yoshida
Keyword(s):  
Student Achievement ◽  
Reading Achievement ◽  
Middle School Student ◽  
The State ◽  
Reading Test ◽  
Eighth Grade ◽  
School Factors ◽  
Achievement Gains ◽  
Reading Score ◽  
Eighth Grade Students

Purpose: School effectiveness and instructional leadership research over the past 30 years has largely concluded that principal effects on student achievement are small and indirect. It has been assumed that the principal effect is important but mediated through other school factors. Findings: This experimental study found that one-on-one discussions between a principal and a nonproficient student that focused on the student’s 2008 reading score and a goal for his or her 2009 reading score had a direct and significant effect on the student’s subsequent reading achievement gains on a state reading test. Students in the experimental condition who held discussions with a principal prior to the state reading test showed reading gains significantly larger than students in the control condition who had their discussions after the state reading test. The randomly assigned participants (20 in the experimental condition and 21 in the control condition) were 41 of the 66 eighth grade students who made up the entire nonproficient population of a large suburban middle school. Student achievement gains were calculated as the difference between the predicted versus actual reading percentile score as reported by the state’s value-added system of assessment. Conclusions: The results of this study provide the first steps in investigating the potential benefits to principals who seek the most immediate and direct ways to improve student achievement to meet the leadership imperatives of No Child Left Behind. Future research should investigate the principal–student discussion effects on students of different genders, grade levels, and communities.

ENGARUH MODEL PEMBELAJARAN AKTIF COURSE REVIEW HORAY TERHADAP HASIL BELAJAR BIOLOGI SISWA KELAS VIII SMP NEGERI 10 BATAM

SIMBIOSA ◽  
2014 ◽  
Vol 3 (2) ◽  
Author(s):  
Ramses Ramses ◽  
Nurhaty Purnama Sari ◽  
Harni Lainy Br.Bakkara
Keyword(s):  
Active Learning ◽  
Learning Outcomes ◽  
Learning Model ◽  
T Test ◽  
Eighth Grade ◽  
Control Group ◽  
Homogeneity Test ◽  
Control Group Design ◽  
Eighth Grade Students ◽  
Biology Learning

This study aims to know the influence of active learning model Course Review Horay to biology learning outcomes at eighth grade students of SMP Negeri 10 Batam academic year 2013/2014. This research design is  randomized experiment using posttest only control-group design. The study population is all the eighth grade students of  SMP Negeri 10 Batam with reached population consist of 7 classes. The sampling technique using a simple random sampling. Samples were selected class VIII5 as control class and VIII8 as experiment class. The instrument  that use in this research is the form of the test. Requirement have been in the form of normality and homogeneity test, which showed that normal and homogeneous data. Technique of data analysis conducted by the t test. The result analysis of data using the t test showed the tvalue 3.01 and ttable is 2.00 (tvalue > ttable). The results showed that the active learning result model Course Review Horay give effect to increase student learning outcomes from the average of the experimental class 82,57 and control class 76,04. Thus, the hypothesis put forward acceptable significance level (α = 0.05). Thus, it can be concluded that the using of active learning model Course Review Horay influential on learning outcomes of biology at eighth grade students of SMP Negeri 10 Batam. Keywords: Course Review Horay, Biology Learning Outcomes.

PEGARUH PENGGUNAAN MODEL PEMBELAJARAN KOOPERATIF DAN GAYA BELAJAR KOGNITIF TERHADAP HASIL BELAJAR ILMU PENGETAHUAN SOSIAL

Akademika ◽  
2017 ◽  
Vol 6 (02) ◽  
pp. 61-70
Author(s):  
Nursanita Nasution ◽  
Acep Nurulah
Keyword(s):  
Middle School ◽  
Cooperative Learning ◽  
Social Studies ◽  
Learning Styles ◽  
Learning Outcomes ◽  
Boarding School ◽  
Experimental Comparison ◽  
Eighth Grade ◽  
Learning Models ◽  
Eighth Grade Students

This study aims to determine the effect of cooperative learning models and studentlearning styles on the results of learning Social Sciences. Conventional learning models thatrely on reading books, multiplying practice exercises, teacher explanations in the classroom,students are expected to be more diligent in practicing questions suspected of influencingsocial studies learning outcomes. Conventional models are considered to be less than optimal,because basically students will easily feel bored because they have to open sheets per sheetby understanding the contents of the book and listening to the teacher's explanation in frontof the class verbally.This study uses an experimental comparison method containing activities planned and carriedout by researchers, 2x2 factorial design in this study to find out whether there are differencesin social studies learning outcomes between students who obtain learning with cooperativelearning models and students who obtain conventional learning. The population in this studywere all eighth grade students of Al-Kamil Middle School Islamic Boarding School in CianjurRegency, West Java. Affordable population there are eighth grade students of Al-KamilMiddle School Islamic Boarding School District. Cianjur numbered 120 students. The resultsof this study indicate that there is an interaction effect between learning models and learningstyles on the results of social studies learning at Al-Kamil Middle School Islamic BoardingSchool. Learning outcomes of students who have independent learning styles and followcooperative learning models are higher than students' learning outcomes that followconventional learning models. Likewise the learning outcomes of students who havedependent learning styles and follow cooperative learning models are higher than students'learning outcomes that follow conventional learning models

Sign in / Sign up

Export Citation Format

Share Document