scholarly journals Staking out the successful student

2005 ◽  
Vol 13 ◽  
pp. 14 ◽  
Author(s):  
Christopher Brown
Keyword(s):  
Public Schools ◽  
No Child Left Behind ◽  
Student Performance ◽  
Summer School ◽  
Intervention Program ◽  
School Personnel ◽  
Intervention Programs ◽  
United States Department ◽  
High Stakes ◽  
Improve Student Performance

With the performance of students, teachers, and schools defining success under current standards-based accountability policies (e.g. Chicago Public Schools (Note 1); No Child Left Behind Act, (United States Department of Education, 2002)), school districts are implementing various forms of intervention programs as a means to improve student performance. By examining a pilot summer school program that is transitioning from a ‘low-stakes' to a ‘high-stakes' intervention program, this article examines the possibilities that exist for students to author themselves as learners, and it questions whether opportunities for students to identify themselves as successful learners are lost when an intervention program, such as summer school, becomes mandatory. The implications of this analysis highlight questions and concerns that policymakers and school personnel need to address when formulating high-stakes standards-based accountability policies and intervention programs.

The Impact of Teacher Training on State Alternate Assessment Scores

2005 ◽  
Vol 71 (3) ◽  
pp. 267-282 ◽  
Author(s):  
Diane M. Browder ◽  
Meagan Karvonen ◽  
Stephanie Davis ◽  
Kathy Fallin ◽  
Ginevra Courtade-Little
Keyword(s):  
No Child Left Behind ◽  
Student Performance ◽  
Individualized Education Program ◽  
Urban System ◽  
Alternate Assessment ◽  
High Stakes ◽  
Assessment Scores ◽  
Alternate Assessments ◽  
Improve Student Performance ◽  
The Impact

With the passage of No Child Left Behind and the start of the high-stakes accountability movement, it has become increasingly important that teachers are able to appropriately assess all students, including those who qualify for alternate assessments. If suitable assessment is occurring, teachers can use these data to help improve student performance to meet both individualized education program (IEP) goals and state standards. In this study, which was conducted with teachers in an urban system within a high-stakes accountability state, students' alternate assessment scores improved when teachers received training on instructional practices. In addition, students who did well on alternate assessments also showed growth in direct observation of performance of their IEP objectives.

scholarly journals Accountability and the pressures to exclude: A cautionary tale from England.

2005 ◽  
Vol 13 ◽  
pp. 26 ◽  
Author(s):  
E. Rustique-Forrester
Keyword(s):  
School Choice ◽  
Student Performance ◽  
Teacher Collaboration ◽  
The United States ◽  
International Perspective ◽  
Unintended Consequences ◽  
High Stakes ◽  
Ranking Systems ◽  
Improve Student Performance ◽  
The Impact

Recent studies have produced conflicting findings about whether test-based rewards and sanctions create incentives that improve student performance, or hurdles that increase dropout and pushout rates from schools. This article reports the findings from a study that examined the impact of England's accountability reforms and investigated whether the confluent pressures associated with increased testing, school ranking systems, and other sanctions contributed to higher levels of student exclusion (expulsion and suspension). The study found that England's high-stakes approach to accountability, combined with the dynamics of school choice and other curriculum and testing pressures led to a narrowing of the curriculum, the marginalization of low-performing students, and a climate perceived by teachers to be less tolerant of students with academic and behavioral difficulties. A comparison of higher- and lower-excluding schools, however, found that these effects were more pronounced in the higher-excluding schools, which lacked strong systems and internal structures for supporting staff communication, teacher collaboration, and students' individual needs. The study offers an international perspective on recent trends toward greater accountability in education, pointing to a complex inter-relationship between the pressures of national policies and the unintended consequences on schools' organizational and teachers' instructional capacities. The study's findings raise particular implications for the United States and show that in the design of accountability systems, attention must be paid to how the pressures from accountability will affect the capacity of schools and teachers to respond to students who are low-performing and struggling academically.

scholarly journals Program One Day Boarding School Di Sekolah Muhammadiyah Dilihat Dari Prestasi Siswa

2020 ◽  
Vol 1 (2) ◽  
pp. 42-55
Author(s):  
Nanik Fudlo
Keyword(s):  
Public Schools ◽  
Student Performance ◽  
Boarding School ◽  
Boarding Schools ◽  
Educational Institutions ◽  
Student Learn ◽  
School Programs ◽  
Life Skill Development ◽  
Improve Student Performance ◽  
Modern Era

This modern era of Islamic educational institutions in Indonesia at least begins with the Muhammadiyah movement as a public school plus and loving the Qur'an. In addi- tion to developing schools as "public schools plus loving the Qur'an", Muhammadiyah also developed a "Boarding School" (boarding school) which was initially criticized but continued to be developed eventually being accepted by the community, because it could answer the educational needs of the community. At present some Muhammadiyah schools that do not yet have boarding or boarding schools continue to develop Boarding Schools, with One Day Boarding Schools can improve student performance and also have a significant role to support the advancement of school programs. If the learning process is effective and efficient, it will increase students' interest in learning, so students will understand the material presented and have an impact on increasing student learn- ing achievement. It can be seen that various kinds of learning achievement are achieved in accordance with the vision and mission of the school, ranging from the development of Islamic values (Islamic Value Implementation), the formation of children's morals, life skill development, language development, development of academic achievement. The vision and mission achieved is in accordance with the institution that I examined, namely in MTs Muhammadiyah 1 Taman.

scholarly journals The effectiveness of safe surfing, an anti-cyberbullying intervention program in reducing online and offline bullying and improving perceived popularity and self-esteem

2020 ◽  
Vol 14 (3) ◽  
Author(s):  
Dana Aizenkot ◽  
Gabriela Kashy-Rosenbaum
Keyword(s):  
Public Schools ◽  
Intervention Program ◽  
Self Esteem ◽  
Intervention Programs ◽  
School Students ◽  
Post Intervention ◽  
Positive Role ◽  
Perceived Popularity ◽  
Negative Perception ◽  
School Based

Schools have been fighting cyberbullying through intervention programs, yet few interventions have been empirically evaluated. This study evaluates the effectiveness of a Safe Surfing anti-cyberbullying intervention program that is based on the theory of planned behavior in reducing bullying online and offline and improving student-perceived popularity and self-esteem. It was hypothesized that from pre- to post-intervention online and offline bullying rates will decrease; students’ negative perception of popularity will decrease; students’ self-esteem will increase, and; in classrooms where there has been a greater decrease in online and offline bullying following the intervention there will be a greater improvement in students’ negative perception of popularity and self-esteem. Data were collected from 1,550 students (53% males) in 3rd to 11th grades from 69 classes in 19 primary (68%), middle and high (32%) public schools in Israel. The students answered online questionnaires pre- and post-intervention. Results indicated a significant decrease in bullying online and offline post-intervention. Also, a significant improvement in perceived popularity and self-esteem was obtained among primary school students. The decrease in bullying online and offline was significantly associated with an improvement in perceived popularity and self-esteem. The study provides support for the positive role that school-based interventions against cyberbullying can have, and demonstrates that schools can make a difference in the way their students consume social networks. The findings also contribute to the debate about the co-occurrence between traditional bullying and cyberbullying. The findings may encourage school principals to approach peer victimization with a broader view and to develop intervention programs that capture students’ social experiences more holistically.

Academic Accountability In Texas Public Schools: 2003-2007

2011 ◽  
Vol 2 (4) ◽  
pp. 59
Author(s):  
Patrick Jaska ◽  
Patrick Hogan ◽  
Zhezhu Wen
Keyword(s):  
High School Students ◽  
Public Schools ◽  
No Child Left Behind ◽  
Student Performance ◽  
Test Scores ◽  
High Performance ◽  
Public High School ◽  
School Students ◽  
Factors Affecting ◽  
Taks Test

This study examines factors affecting test scores in a sample of thirty-seven Texas public high schools from 2003 to 2007 since the implementation of the No Child Left Behind (NCLB) Act of 2001.   The schools were chosen based upon similar tax rates and district sizes.  The Texas Assessment of Knowledge and Skills (TAKS) test was implemented in 2003 to measure the performance of Texas public high school students.  Schools are rewarded for high performance based upon the student scores on the TAKS test, which is administered once per year.  Much of the debate on student and school accountability has centered on the importance of student performance on the standardized TAKS test.  Those who oppose testing say that teachers and administrators may simply narrow the curriculum and teach the test.  Proponents of testing feel that accountability will give administrators and teachers incentives to help students learn.  As a result, many school districts in Texas have increasingly put pressure on teachers to improve test scores.

Issues in the Implementation of Extended School Year Programs for Handicapped Students

1981 ◽  
Vol 47 (4) ◽  
pp. 256-263 ◽  
Author(s):  
Larry Larsen ◽  
Libby Goodman ◽  
Richard Glean
Keyword(s):  
Public Schools ◽  
Student Performance ◽  
School Personnel ◽  
Eligibility Criteria ◽  
Extended School Year ◽  
The Public ◽  
School Year ◽  
Extended Year ◽  
Funding Mechanisms ◽  
Student Performance Data

For some severely and profoundly handicapped children who have a regression-recoupment disability, the lengthy interruption in school programing during the summer months poses serious obstacles to learning. As a result of court decisions in Armstrong v. Kline and Battle v. Commonwealth, the public schools now have an obligation to identify these children and to provide programs suited to their needs. School personnel are urged to take the initiative in developing quality extended school year programs that accommodate the need for clear eligibility criteria based on valid and reliable student performance data, reducing the number of students in need through effective instruction and parent/home involvement; exploring the use of alternative service models; identifying funding mechanisms for extended year programs; and operating programs cost effectively.

Intersections of Accountability and Special Education: The Social Justice Implications of Policy and Practice

2016 ◽  
Vol 118 (14) ◽  
pp. 1-24
Author(s):  
Felicia Castro-Villarreal ◽  
Sharon L. Nichols
Keyword(s):  
Special Education ◽  
Public Schools ◽  
No Child Left Behind ◽  
Students With Disabilities ◽  
High Stakes Testing ◽  
Policy And Practice ◽  
High Stakes ◽  
Federal Policies ◽  
Left Behind ◽  
The Social

High-stakes testing accountability has wreaked havoc on America's public schools. Since the passage of No Child Left Behind (NCLB) in 2001, virtually every public school student has experienced the pressures of preparing for, practicing, and taking standardized state exams, the results of which have had significant consequences for their schools, teachers, and themselves. These test-based pressures have altered educational practices in significant ways for all students, but especially for students with disabilities. The goal of this article is to briefly describe the educational climate for students with disabilities, focusing on emergent federal policies that have had the contradictory effect of expanding and narrowing learning opportunities for students. This article provides the backdrop for the volume by introducing the reader to the general characteristics of our special education population, discussing the past and current federal policies guiding their education, and offering implications for policy and practice.

Cyberbullying in WhatsApp classmates’ groups: Evaluation of an intervention program implemented in Israeli elementary and middle schools

2018 ◽  
Vol 20 (12) ◽  
pp. 4709-4727 ◽  
Author(s):  
Dana Aizenkot ◽  
Gabriela Kashy-Rosenbaum
Keyword(s):  
Public Schools ◽  
Classroom Climate ◽  
Major Part ◽  
Intervention Program ◽  
Intervention Programs ◽  
Post Intervention ◽  
Social Lives ◽  
School Based ◽  
8Th Grade ◽  
Wide Scale

Social networking platforms, such as WhatsApp, constitute a major part of adolescents’ social lives. Alongside the positive aspects of such platforms, there is a risk of using them as a means for cyberbullying. Schools have become increasingly aware of this risk and are prioritizing fighting cyberbullying through intervention programs, yet few interventions have been studied for their effectiveness. This study reports the results of a wide-scale school-based intervention designed to reduce cyberbullying and improve usage norms in WhatsApp classmates’ groups. Data were collected from 52 classes in 12 public schools in Israel: n = 47 elementary school classes, 4th to 6th grades, and n = 5 middle school classes, 8th grade. A total of 1402 students answered questionnaires pre-intervention (51% females), while 90% of them ( n = 1268, 52% females) answered questionnaires 1 month post-intervention. Results indicated a significant decrease in WhatsApp cyberbullying and a significant improvement in classroom climate. In addition, improvement in WhatsApp usage norms was positively correlated with a decrease in WhatsApp cyberbullying.

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