An Examination of Test Score Trajectories Around School Switching Due to Grade Configuration

2021 ◽  
pp. 1-75
Author(s):  
Richard W. DiSalvo
Keyword(s):  
Student Performance ◽  
Test Score ◽  
Past Research ◽  
Grade Configuration ◽  
American Education ◽  
National Data ◽  
Specific Effects ◽  
Student Academic Performance ◽  
Grade Configurations ◽  
New Evidence

Do grade configurations affect student academic performance? To bring new evidence to this question, I use recent district-by-grade data for nearly the entire United States which contain measures of test score achievement and rates of school switching induced by grade configuration. Past research has found that student performance is on average relatively low following switches due to grade configuration, but in fact students perform relatively better in the grades just prior to these switches. In the national data, I find that this so-called “top dog/bottom dog” pattern appears for all terminal grade choices among grades 3 through 8, is geographically widespread, and is robust to controlling for grade-specific effects of a rich set of covariates. Thus I establish that the top dog/bottom dog pattern is a very pervasive phenomenon in American education. I explore potential mechanisms and discuss policy and research implications.

scholarly journals Feeling the Florida Heat? How Low-Performing Schools Respond to Voucher and Accountability Pressure

2013 ◽  
Vol 5 (2) ◽  
pp. 251-281 ◽  
Author(s):  
Cecilia Elena Rouse ◽  
Jane Hannaway ◽  
Dan Goldhaber ◽  
David Figlio
Keyword(s):  
Elementary Schools ◽  
Instructional Practices ◽  
Student Performance ◽  
Test Scores ◽  
Test Score ◽  
School Accountability ◽  
Low Performing Schools ◽  
Accountability System ◽  
Public Elementary Schools ◽  
New Evidence

While numerous studies have found that school accountability boosts test scores, it is uncertain whether estimated test score gains reflect genuine improvements or merely “gaming” behaviors. This paper brings to bear new evidence from a unique five-year, three-round survey conducted of a census of public elementary schools in Florida that is linked with detailed administrative data on student performance. We show that schools facing accountability pressure changed their instructional practices in meaningful ways, and that these responses can explain a portion of the test score gains associated with the Florida school accountability system. (JEL H75, I21, I28)

A Survey of Faculty Advisers at Student-Run Agencies: Can Organizational Theory Help to Guide Future Research?

2021 ◽  
Vol 25 (1) ◽  
pp. 37-53
Author(s):  
Brooke Borgognoni ◽  
Jan LeBlanc Wicks
Keyword(s):  
Student Performance ◽  
Organizational Theory ◽  
Past Research ◽  
Performance Outcomes ◽  
Future Research ◽  
Faculty Advisers

This survey of faculty advisers examined major variables and findings of past research on student-run agencies using organizational theory. Larger agencies appeared to offer training in more formalized business procedures among a more diverse client base, found in previous research to be helpful to student-run agency graduates now on the job. Hopefully, results will help future researchers identify which factors may best facilitate specific student performance outcomes at agencies of all types and sizes.

scholarly journals The Four-Day School Week

2018 ◽  
Vol 32 (2) ◽  
Author(s):  
Paul M. Hewitt ◽  
George S. Denny
Keyword(s):  
Student Performance ◽  
Student Assessment ◽  
Day School ◽  
Operating Costs ◽  
Colorado Student Assessment Program ◽  
Student Academic Performance ◽  
Significant Difference ◽  
The Mean ◽  
School Week ◽  
And Mathematics

Although the four-day school week originated in 1936, it was not widely implemented until 1973 when there was a need to conserve energy and reduce operating costs. This study investigated how achievement tests scores of schools with a four-day school week compared with schools with a traditional five-day school week. The study focused on student performance in Colorado where 62 school districts operated a four-day school week. The results of the Colorado Student Assessment Program (CSAP) were utilized to examine student performance in reading, writing, and mathematics in grades 3 through 10. While the mean test scores for five-day week schools exceeded those of four-day week schools in 11 of the 12 test comparisons, the differences were slight, with only one area revealing a statistically significant difference. This study concludes that decisions to change to the four-day week should be for reasons other than student academic performance.  

scholarly journals Local socioeconomic status and paramedic students’ academic performance

2019 ◽  
Author(s):  
Lydia Hamel ◽  
Ashley Procum ◽  
Justin Hunter ◽  
Donna Gridley ◽  
Kathleen O’Connor ◽  
...  
Keyword(s):  
Socioeconomic Status ◽  
Academic Performance ◽  
Food Insecurity ◽  
Student Performance ◽  
Graduation Rate ◽  
The United States ◽  
Individual Student ◽  
Income Poverty ◽  
Linear Regression Models ◽  
Student Academic Performance

AbstractResearch indicates students of lower socioeconomic status (SES) are educationally disadvantaged. We sought to examine differences in paramedic student academic performance from counties with varying SES in the United States. Student performance data and SES data were combined for counties within the states of California, Mississippi, Louisiana, Texas and Virginia. Linear multiple regression modelling was performed to determine the relationship between income, high school graduation rate, poverty and food insecurity with first-attempt scores on the Fisdap Paramedic Readiness Exam (PRE) versions 3 and 4. Linear regression models indicated that there was a significant relationship between county-level income, poverty, graduation rate, food insecurity, and paramedic student academic performance. It remains unclear what type of relationship exists between individual SES and individual academic performance of paramedic students. These findings support the future collection of individual student level SES data in order to identify issues and mitigate impact on academic performance.

scholarly journals A new proposal Classification method based on Fuzzy Association Rule Mining for Student Academic Performance Prediction

2017 ◽  
Vol 33 (2) ◽  
Author(s):  
Giap Cu
Keyword(s):  
Academic Performance ◽  
Student Performance ◽  
Association Rule ◽  
Tree Structure ◽  
Rule Mining ◽  
Fuzzy Association Rules ◽  
Student Academic Performance ◽  
Fixed Set ◽  
Fuzzy Association Rule ◽  
Fuzzy Association Rule Mining

Predicting student academic performance (SAPP) is an important task in moderneducation system. Proper prediction of student performance improves construction of educationprinciples in universities and helps students select and pursue suitable occupations. Theprediction approaching fuzzy association rules (FAR) give advantages in this circumstancebecause it gives the clear data-driven rules for prediction outcome. Applying fuzzy conceptbrings the linguistic terms that are close to people thought over a quantitative dataset, howeveran efficient mining mechanism of FAR requires a high computing effort normally. The existingFAR-based algorithms for SAPP often use Apriori-based method for extracting fuzzy associationrules, consequently they generate a huge number of candidates of fuzzy frequent itemsets andvarious redundant rules. This paper presents a new proposal model of predictor using FAR toelevating prediction performance and avoids extraction of the fixed set of FAR beforepredictions progress. Indeed, a modification tree structure of a FP-growth tree is used in fuzzyfrequent itemset mining, when a new requirement rises, the proposed algorithm mines directly inthe tree structure for the best prediction results. The proposal model does not require to predeterminethe antecedents of prediction problem before the training phrase. It avoids searchingfor non-relative rules and prunes the conflict rules easily by using a new rule relatednessestimation.

scholarly journals Impact of grading system on student academic performance during the COVID-19 pandemic

2021 ◽  
Vol 52 (4) ◽  
pp. 80-93
Author(s):  
Alexander K. Pogrebnikov ◽  
◽  
Vyacheslav N. Shestakov ◽  
Yuri Yu. Yakunin ◽  
◽  
...  
Keyword(s):  
Academic Performance ◽  
Distance Learning ◽  
Learning Outcomes ◽  
Student Performance ◽  
Educational Process ◽  
Wilcoxon Test ◽  
Grading System ◽  
Chi Square ◽  
Student Academic Performance ◽  
Grading Systems

The grading systems used for assessment students' knowledge in traditional and distance learning differ and give different assessments of learning outcomes, which affects the indicators of student academic performance. The trends of modern education are aimed at the increasing involvement of distance forms in the educational process of universities, which requires a certain synchronization of grading systems at the level of learning outcomes. The research is aimed at identification and confirmation of the existence of differences between the results of assessment in traditional and distance learning forms, which are reflected in the indicators of student performance. The study used methods of nonparametric analysis using the STATISTICA 10.0 program. The Mann-Whitney U-test was used to compare independent populations in cases where there were no signs of normal data distribution, and Pearson's Chi-square test was used to compare nominal values. To compare related (paired) quantitative samples, the Wilcoxon test was used. The research results showed a statistically significant increase in student academic performance during the COVID-19 pandemic during distance learning. Therefore, when comparing the indicators of student performance in the spring semesters of 2018/2019 and 2019/2020 academic years, significant differences were found in the U-criterion and Chi-square with different levels (p <0.05, p <0.01, p <0.001) depending on the course of study and the performance indicator. The only exceptions are the senior students of Master's programmes who have shown a decline in academic performance. According to the results of the study, it can be concluded that the distance grading system makes lower requirements for learning outcomes in terms of student academic performance indicators, which overestimates them relative to the traditional form of education.

scholarly journals School Inputs and Educational Outcomes in North Carolina: Comparison of Static and Dynamic Analyses

1999 ◽  
Vol 31 (3) ◽  
pp. 593-609 ◽  
Author(s):  
Michael L. Waiden ◽  
Mark R. Sisak
Keyword(s):  
North Carolina ◽  
Student Achievement ◽  
Student Performance ◽  
Academic Research ◽  
Past Research ◽  
School Policy ◽  
Dynamic Analyses ◽  
North Carolina School ◽  
Alternative Measures ◽  
Joint Contribution

AbstractThe relationship between student achievement and school inputs has long been a subject of academic research. The general conclusion of past research is that school inputs, such as the number of teachers relative to pupils, has little impact on student academic outcomes. This paper provides a fresh look at this issue. Seventeen alternative measures of student performance in North Carolina school districts are related to a wide array of school policy inputs and socioeconomic characteristics of students and their families. Both static and dynamic analyses are performed. The key findings are (1) the school policy inputs significantly related to student achievement vary by the measure of student achievement used, (2) the joint contribution of school policy inputs to student achievement is relatively small, and (3) the results differ between the static and dynamic analyses; in particular, changes in the number of teachers relative to the number of pupils in the district have a much stronger association with student achievement in the dynamic analysis.

scholarly journals School testing culture and teacher satisfaction

2020 ◽  
Author(s):  
William C. Smith ◽  
Jessica Holloway
Keyword(s):  
Student Performance ◽  
Test Scores ◽  
Teaching And Learning ◽  
Teacher Satisfaction ◽  
Past Research ◽  
Pool Data ◽  
Positive Effects ◽  
Using Data ◽  
Indirect Relationship ◽  
The Relationship

Abstract Teachers, as frontline providers of education, are increasingly targets of accountability reforms. Such reforms often narrowly define ‘teacher quality’ around performative terms. Past research suggests holding teachers to account for student performance measures (i.e. test scores) damages their job satisfaction, including increasing stress and burnout. This article examines whether the relationship between test-based accountability and teacher satisfaction can be, in part, explained by the emphasis of student test scores in teacher appraisals. Although historically used for formative purposes, recent research demonstrates that across a large range of countries, nearly all teachers work in a system where their appraisal is based, in part, on students’ test scores. Using data from the 2013 Teaching and Learning International Survey, we pool data from 33 countries to evaluate the direct and indirect effect of school testing culture on teacher satisfaction. Results suggest that there is a direct relationship between the intensity of the testing culture and the satisfaction of teachers, as well as an indirect relationship with test score emphasis in teacher appraisals suppressing potential positive effects of appraisals on teacher satisfaction.

scholarly journals From Burdens To Benefits: The Societal Impact Of PDL-Enriched, Efficacy-Enhanced Educators

2016 ◽  
Vol 12 (2) ◽  
pp. 77-86
Author(s):  
Steven H. Shaha ◽  
Kelly F. Glassett ◽  
David Rosenlund ◽  
Aimee Copas ◽  
T. Lisa Huddleston
Keyword(s):  
Professional Development ◽  
Student Performance ◽  
Teacher Turnover ◽  
Past Research ◽  
High Impact ◽  
Dropout Rates ◽  
First Year ◽  
Societal Impact ◽  
Educational Benefits

Societies continue to absorb increased burdens in cost for helping citizens unable to achieve at optimal levels.  Building on past research, we project educational benefits to offset current societal burdens through enhanced educator capabilities.  Studies reviewed show participation in a high-impact professional development and learning solution resulted in improved student performance and reduced dropout rates, reduced disciplinary rates and increased rates for college-bound, along with lower teacher turnover.  Computations show that generalization of such impacts should trade societal burdens for benefits at between $3.7 billion and $6.9 billion within the first year.  Cumulatively within 20 years the burdens converted to benefits are projected to exceed $85 billion.  Enhanced educator capabilities will substantively reduce needs and costs for societal programs, replaced with tangible benefits to all.

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