Quality of Classroom Interactions and the Demographic Divide: Evidence From the Measures of Effective Teaching Study

2019 ◽  
pp. 004208591989374
Author(s):  
Olivia Osei-Twumasi ◽  
Bernardette J. Pinetta
Keyword(s):  
Public Schools ◽  
School Districts ◽  
Black Students ◽  
White Teachers ◽  
Black Teachers ◽  
Urban School Districts ◽  
Classroom Assessment Scoring System ◽  
Using Data ◽  
The Relationship

Using data from six urban school districts, we examine the relationship between the quality of interactions in the classroom (measured by the Classroom Assessment Scoring System [CLASS] framework) and the racial match or mismatch between teachers and the students in their classes. We find that White teachers have lower scores on the CLASS framework when they teach classes with higher densities of Black students. Furthermore, in classrooms with high densities of Black students, Black teachers receive higher scores than White teachers. This finding has important implications given the demographics of our nation’s public schools and the underrepresentation of Black teachers.

Do Dollars Make a Difference? The Relationship between Expenditures and Test Scores in Pennsylvania's Public Schools

2000 ◽  
Vol 44 (1) ◽  
pp. 81-87
Author(s):  
Jonathan Klick
Keyword(s):  
Public Schools ◽  
School Districts ◽  
High School Graduates ◽  
The United States ◽  
Organizational Characteristics ◽  
Entry Level ◽  
The Past ◽  
Economic Background ◽  
The Relationship

For the past three decades it has been evident that the quality of public schools in the United States has been on the decline. Whether measured empirically against the systems of other countries or judged anecdotally by employers who believe today's high school graduates do not have the skills requisite for even entry-level work, it becomes clear there is something wrong with the current public school system. The education establishment claims the problem is a lack of funding, while many tax payer groups claim more money is not the answer. This study uses data from each of Pennsylvania's 501 school districts to look at the relationship between funding and achievement while controlling for the economic background of each school's student population, as well as other organizational characteristics.

scholarly journals The School Climate - Student Achievement Connection

2016 ◽  
Vol 1 (1) ◽  
pp. 9-16 ◽  
Author(s):  
John Shindler ◽  
Albert Jones ◽  
A. Dee Williams ◽  
Clint Taylor ◽  
Hermenia Cardenas
Keyword(s):  
Student Achievement ◽  
School Climate ◽  
School Districts ◽  
Predictive Factor ◽  
Urban School ◽  
Theoretical Implication ◽  
Urban School Districts ◽  
The Relationship

This study examined the relationship between school climate and student achievement rat- ings in urban school districts in five states (N =230). Many educators view school climate and student achievement as separate considerations. However the results of this study suggest that climate and student achievement were highly related. In fact, the quality of the climate appears to be the single most predictive factor in any school’s capacity to promote student achievement. The findings of the study suggest a se- ries of general and theoretical implication for the field of education. It appears that the use of practices that promote a “psychology of success” lead to greater achievement and higher quality climate, and those that promote a “psychology of failure” lead to under- performance.

Do charter schools alleviate the negative effect of teacher turnover?

2018 ◽  
Vol 33 (1) ◽  
pp. 11-20 ◽  
Author(s):  
Karlerik Naslund ◽  
Branco Ponomariov
Keyword(s):  
Student Achievement ◽  
Public Schools ◽  
School Districts ◽  
Charter Schools ◽  
Teacher Turnover ◽  
Public School Districts ◽  
Theory And Practice ◽  
Labor Practices ◽  
Negative Effect ◽  
Using Data

Using data on charter and public school districts in Texas, we test the hypothesis that the labor practices in charter schools, in particular their ability to easily dismiss poorly performing teachers, diminishes the negative effect of teacher turnover on student achievement and graduation rates in comparison to public schools. We find some support for this hypothesis, and discuss implications for theory and practice.

scholarly journals Relationship Quality Among Cohabiting Versus Married Couples

2015 ◽  
Vol 38 (12) ◽  
pp. 1730-1753 ◽  
Author(s):  
Susan L. Brown ◽  
Wendy D. Manning ◽  
Krista K. Payne
Keyword(s):  
Relationship Quality ◽  
Marital Quality ◽  
Diffusion Theory ◽  
Married Couples ◽  
Nationally Representative ◽  
Using Data ◽  
Union Type ◽  
The Relationship

Using data from the nationally representative 2010 Married and Cohabiting Couples Survey of different-sex cohabiting and married couples, we compared the relationship quality of today’s cohabitors and marrieds. Consistent with diffusion theory and recent conceptual work on the deinstitutionalization of marriage, we found that the relationship between union type and relationship quality is now bifurcated with direct marrieds reporting the highest relationship quality and cohabitors without marriage plans reporting the lowest marital quality. In the middle were the two largest groups: marrieds who premaritally cohabited and cohabitors with plans to marry. These two groups did not differ in terms of relationship quality. This study adds to the growing literature indicating that the role of cohabitation in the family life course is changing in the contemporary context.

The Timing of Teacher Hires and Teacher Qualifications: Is There an Association?

2012 ◽  
Vol 114 (12) ◽  
pp. 1-29 ◽  
Author(s):  
Mimi Engel
Keyword(s):  
Public Schools ◽  
School Districts ◽  
Fixed Effects ◽  
Master's Degree ◽  
Teacher Qualifications ◽  
Urban Districts ◽  
School Year ◽  
Master’S Degree ◽  
The Relationship ◽  
New Hires

Background Case studies suggest that late hiring timelines are common in large urban school districts and result in the loss of qualified teachers to surrounding suburbs. To date, however, there has been no large-scale quantitative investigation of the relationship between the timing of teacher hires and teacher qualifications. Purpose This study examines the pervasiveness of late teacher hiring in urban and suburban school districts and explores the association between the timing of teacher hires and teacher qualifications, including certification, master's degree, and selectivity of undergraduate institution. Research Design Nationally representative cross-sectional data collected by the National Center for Education Statistics are used. Data Analysis The study uses data on school districts, public schools, and teachers from the 1999–2000 Schools and Staffing Survey. Secondary data are analyzed using multiple regression, including labor market fixed effects, to estimate the relationship between the timing of teacher hires and teacher qualifications. Results On average, districts hire 45% of their new teachers late—during the second half of summer and once the school year has already begun. Late hiring is more pervasive in urban and low-socioeconomic-status districts where over half of new hires take place during this late period. In urban districts, fully one fifth of new hires are made once the school year has already begun. The proportion of teachers hired late, however, does not predict the Barron's ratings of teachers’ undergraduate institutions, certification, or master's degree. Conclusions Although descriptive results indicate that late hiring is pervasive and more pronounced in urban districts, analyses do not provide evidence supporting the notion that earlier hiring is associated with hiring better credentialed teachers. Despite these null results, it is important to remember that late hires are still likely to cause problems for students, as well as for teachers, schools, and districts.

School Nurses Practices Promoting Self-Management and Healthcare Transition Skills for Adolescents with Chronic Conditions in Urban Public Schools: A Mixed Methods Study

2021 ◽  
pp. 105984052110532
Author(s):  
Roselaine Charlucien-Koech ◽  
Jacqueline Brady ◽  
Anne Fryer ◽  
Maria E. Diaz-Gonzalez de Ferris
Keyword(s):  
Public Schools ◽  
School Districts ◽  
Chronic Conditions ◽  
School Nurses ◽  
Urban School Districts ◽  
Self Management ◽  
Management Skills ◽  
Healthcare Transition ◽  
Urban Public Schools ◽  
Practice Questions

Background: Adolescents and young adults (AYA) with chronic conditions should acquire self-management skills as part of their healthcare transition (HCT) from pediatric to adult-focused care. HCT/self-management skills have the potential to help mitigate health disparities among minority AYA with chronic conditions. This study investigated school nurses’ practices promoting HCT/self-management skills in urban public schools. Methods: Seventy-nine nurses from three urban school districts in Massachusetts completed a survey of 32 Likert-type questions on HCT/self-management skills, eight demographic questions, and five open-ended practice questions assessing how often they have asked students with chronic conditions about HCT/self-management skills, based on the UNC TRxANSITION IndexTM. Results: Among the 79 school nurses who participated (response rate 76%), 67% never or rarely assessed students’ knowledge of HCT/self-management, and 90% would use a tool that promotes/measures HCT/self-management skills. Conclusion: In our study sample, most school nurses acknowledged the importance of assessing HCT/self-management skills. The majority favored using a tool to promote these skills.

Teacher's Rating in the Revised Performance Appraisal System for Teachers (RPAST) and its Relationship to Teaching Effectiveness

2008 ◽  
Vol 8 (1) ◽  
pp. 1-15
Author(s):  
Rosario Abela ◽  
◽  
Antonia Cecilia Sandoval
Keyword(s):  
Public Schools ◽  
Secondary Teachers ◽  
Teaching Effectiveness ◽  
Secondary School Teachers ◽  
Performance Ratings ◽  
School Teachers ◽  
Quality Of Teaching ◽  
Significant Difference ◽  
The Relationship

This study was conducted with the following objectives: 1) to determine the performance ratings of the secondary school teachers as evaluated by their administrators; 2) to establish the relationship between the performance ratings of the secondary school teachers as evaluated by their superiors and their teaching effectiveness as evaluated by their students; and 3) to determine whether or not there is a significant difference in the quality of teaching among the secondary teachers in the different public schools serving as respondents of the study. Spearman Rho Correlation Coefficient was used to establish the relationship between the secondary teachers' ratings in the RPAST and their teaching effectiveness. The study revealed that 1) the average performance efficiency ratings were 87.61, 82.40, and 65.71 for INHS, KNHS and TNHS, respectively, with descriptive equivalents of very satisfactory for INHS and KNHS and satisfactory for TNHS, 2) there was no correlation between the performance ratings of the secondary teachers and their teaching effectiveness as perceived by students because of the lower ratings from the students compared to the higher ratings given by the administrators to their teachers; and 3) there was a significant difference in the quality of teaching among the secondary teachers in the three public schools service as respondents of the study.

Women’s Advocates and Shelter Residents: Describing Experiences of Working and Living in Domestic Violence Shelters

2017 ◽  
Vol 35 (15-16) ◽  
pp. 3034-3053 ◽  
Author(s):  
Judy Hughes
Keyword(s):  
Domestic Violence ◽  
Qualitative Interviews ◽  
Community Resources ◽  
Intimate Partners ◽  
Domestic Violence Shelters ◽  
Abusive Partners ◽  
Using Data ◽  
The Impact ◽  
The Relationship

Domestic violence shelters are a crucial service for women who have experienced violence and abuse from intimate partners. Despite research that demonstrates the effectiveness of shelter stays, little is known about the practices that occur and the interventions offered. Using data from qualitative interviews with six women’s advocates and six shelter residents, the article explores and documents the advocates’ practices and the impact of the shelter stay on women residents. The women’s advocates report that they provide women residents time to become comfortable, empower them to set their own goals and make their own decisions, and then help them to connect to other community resources. They also stressed that shelters are homes and they want to create environments within their shelters that are nonchaotic and violence free, so that the interactions encountered in these settings are different from women residents’ experiences with their abusive partners. The women residents reported receiving interventions that were similar to the descriptions that the advocates provided about their practice. For these women, being able to feel comfortable, safe, cared for, respected, and not judged was central to feeling helped during their shelter stay. Although the interview accounts revealed the importance of the relationship between advocates and residents, the findings also demonstrate that the environment within these shelters is equally significant to determining the quality of residents’ experiences.

Bureaucratic Response to Citizen-Initiated Contacts: Environmental Enforcement in Detroit

1977 ◽  
Vol 71 (1) ◽  
pp. 148-165 ◽  
Author(s):  
Bryan D. Jones ◽  
Saadia R. Greenberg ◽  
Clifford Kaufman ◽  
Joseph Drew
Keyword(s):  
Census Data ◽  
Well Being ◽  
Social Characteristics ◽  
Service Agency ◽  
Environmental Enforcement ◽  
Bureaucratic Response ◽  
Using Data ◽  
The Relationship ◽  
Service Need

When citizens contact local government agencies, they generally attempt to influence service delivery decisions made by these bureaucracies. This paper examines the nature of citizen contacts, and the results of such contacts, with respect to the enforcement of environmental ordinances in Detroit, Michigan. We first examine the mechanisms responsible for the generation of citizen contacts. Assuming relations among citizen awareness, service need, and social well-being, we derive a downward-opening parabola as appropriate for describing the relationship between social well-being and propensity to contact a service agency. Using data on citizen contacts from City of Detroit agencies merged with census data, we find the expected relationship in evidence. We find that the Environmental Enforcement Division generally responds to citizen contacts, but the quality of the response varies with social characteristics of neighborhoods.

scholarly journals On the Relationship Between the Marriage Squeeze and the Quality of Life of Rural Men in China

2016 ◽  
Vol 11 (3) ◽  
pp. 702-710 ◽  
Author(s):  
Xueyan Yang ◽  
Shuzhuo Li ◽  
Isabelle Attané ◽  
Marcus W. Feldman
Keyword(s):  
Quality Of Life ◽  
Rural China ◽  
Marriage Market ◽  
Negative Relationship ◽  
Marriage Squeeze ◽  
Female Partners ◽  
Significant Negative Relationship ◽  
Using Data ◽  
The Relationship

China is facing a male marriage squeeze, as there are more men in the marriage market than potential female partners. As a consequence, some men may fail to ever marry. However, while some studies have suggested that most unmarried men affected by the marriage squeeze in rural China feel a sense of failure, the quality of life of the men who remain unmarried against their will remains largely unexplored. Using data collected in rural Hanbin district of Ankang City (Shaanxi, China), this study analyzes the relationship between the marriage squeeze and the quality of life among rural men. Descriptive analyses indicate that the quality of life of unmarried men aged 28 years and older tends to be worse than for both younger unmarried men and married men. Also, the quality of life of men who perceive the marriage squeeze appears to be worse than that of those who do not. Regression analyses reveal that the perceived marriage squeeze and age independently have a significant negative relationship with the quality of life of rural men.

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