scholarly journals Investigating the relationship between school-level accountability practices and science achievement

2015 ◽  
Vol 23 ◽  
pp. 112 ◽  
Author(s):  
Fernanda Gandara ◽  
Jennifer Randall
Keyword(s):  
Science Achievement ◽  
Economic Status ◽  
School Achievement ◽  
Linear Regression Analysis ◽  
The United States ◽  
School Level ◽  
Achievement Data ◽  
Science School ◽  
Accountability Practices ◽  
The Relationship

This study investigates the relationship between school-level accountability practices and science achievement of 15-year-olds, across four counties: Australia, Korea, Portugal, and the United States. We used PISA 2006 data, since 2006 is the only administration that has focused on science. School-level accountability practices are here defined as activities that: (a) provide school achievement data to external stakeholders, or (b) establish consequences according to the achievement results. Using linear regression analysis, we found that school-level accountability practices varied across these four countries, albeit not all pairs of countries were significantly different from each other in this regard. Using hierarchical linear modelling, we found that school-level accountability practices had a small effect on science achievement. Importantly, this effect was not independent of schools’ and students’ socio-economic status.

On the Relationship Between Mathematics and Science Achievement in the United States

2005 ◽  
pp. 233-249 ◽  
Author(s):  
Min Li ◽  
Richard J. Shavelson ◽  
Haggai Kupermintz ◽  
Maria Araceli Ruiz-Primo
Keyword(s):  
United States ◽  
Science Achievement ◽  
The United States ◽  
The Relationship ◽  
Mathematics And Science

The Relationship between Economic Status and Child Health: Evidence from the United States

2008 ◽  
Vol 98 (4) ◽  
pp. 1605-1618 ◽  
Author(s):  
Simon Condliffe ◽  
Charles R Link
Keyword(s):  
Positive Relationship ◽  
Economic Status ◽  
The United States ◽  
Low Ses ◽  
Health Shocks ◽  
Cross Sectional ◽  
Us Children ◽  
The Relationship ◽  
And Child Health ◽  
Specific Health

Anne Case et al. (2002), using cross-sectional data, found a positive relationship between children's health and income, with income's protective effect increasing with age. Janet Currie and Mark Stabile (2003), using a panel of Canadian children, found that low- and high-SES children respond similarly to health shocks, but the low-SES children are subject to more shocks as they age. Our study examines this relationship using panel data for US children. We find some support for the latter result of Currie and Stabile, but also evidence that low- and high-SES children respond differently to specific health shocks. (JEL D31, I12, J13)

STUDIU PRIVIND PREDICTORII ASOCIAȚI MOTIVAȚIEI ÎN DOMENIUL PUBLIC LA FORȚELE DE ORDINE

2018 ◽  
Vol 7 (1-2) ◽  
pp. 90-122
Author(s):  
Nicu Vasile
Keyword(s):  
Organizational Commitment ◽  
Public Service ◽  
Linear Regression Analysis ◽  
Abusive Supervision ◽  
Multiple Linear Regression Analysis ◽  
The United States ◽  
Public Service Motivation ◽  
The Public ◽  
Individual Variables ◽  
The Relationship

This paper brings in atention a concept emerging in the United States of America in the 1980s, which is then defined and developed as a theory in the 1990s, namely Public Service Motivation. Based on self-determination theory, the objective of this study was to analyze the relationship between the public service motivation variable and organizational commitment, abusive supervision and salary satisfaction. We have used multiple linear regression analysis as well as linear hierarchical analysis to test these relationships and to control two individual variables, the age and seniority of the participants. Results suggest that the organizational commitment is positively associated, and abusive supervision and satisfaction with salary are negatively associated with public service motivation. Age and seniority variables did not have a statistically significant relationship with the independent variable. Theoretical and practical implications will be discussed.

STUDIU PRIVIND PREDICTORII ASOCIAȚI MOTIVAȚIEI ÎN DOMENIUL PUBLIC LA FORȚELE DE ORDINE

2016 ◽  
Vol 7 (1-2) ◽  
pp. 90-122
Author(s):  
Nicu Vasile
Keyword(s):  
Organizational Commitment ◽  
Public Service ◽  
Linear Regression Analysis ◽  
Abusive Supervision ◽  
Multiple Linear Regression Analysis ◽  
The United States ◽  
Public Service Motivation ◽  
The Public ◽  
Individual Variables ◽  
The Relationship

This paper brings in atention a concept emerging in the United States of America in the 1980s, which is then defined and developed as a theory in the 1990s, namely Public Service Motivation. Based on self-determination theory, the objective of this study was to analyze the relationship between the public service motivation variable and organizational commitment, abusive supervision and salary satisfaction. We have used multiple linear regression analysis as well as linear hierarchical analysis to test these relationships and to control two individual variables, the age and seniority of the participants. Results suggest that the organizational commitment is positively associated, and abusive supervision and satisfaction with salary are negatively associated with public service motivation. Age and seniority variables did not have a statistically significant relationship with the independent variable. Theoretical and practical implications will be discussed.

Examining individual- and school-level predictors of principal adaptation to teacher evaluation reform in the United States: A two-year perspective

2018 ◽  
Vol 48 (2) ◽  
pp. 379-395 ◽  
Author(s):  
Alyson L Lavigne
Keyword(s):  
United States ◽  
Teacher Evaluation ◽  
Evaluation System ◽  
Online Survey ◽  
The United States ◽  
New Teacher ◽  
School Level ◽  
Achievement Data ◽  
New Teacher Evaluation ◽  
Over Time

New teacher evaluation reform efforts in the United States hold principals accountable for improving teaching and learning. Yet little is known about how effective principals are at these instructional leadership tasks or how principals experience and adapt to the demands of teacher evaluation reform over time. In the current study, principals ( n = 78) in a Race to the Top state—Illinois—completed an online survey after the first and second year of implementation of a new teacher evaluation system. Principals felt significantly more confident in how to conduct formal classroom observations, placed more value on student achievement data, and placed less value on additional artifacts over time. Individual- and school-level factors were related to some aspects of principals’ adaptations over time. Implications are discussed.

Predictors of success in undergraduate human physiology.

1999 ◽  
Vol 277 (6) ◽  
pp. S119 ◽  
Author(s):  
V L McCleary ◽  
G Aasen ◽  
H B Slotnick
Keyword(s):  
Human Physiology ◽  
Science Achievement ◽  
Demographic Data ◽  
Predictors Of Success ◽  
Successful Completion ◽  
Student Records ◽  
Achievement Data ◽  
Hierarchical Logistic Regression ◽  
The Relationship ◽  
Academic Year

This study tested the hypothesis that measurable attributes in students' backgrounds are related to their successful completion of an undergraduate human physiology course. Demographic, general academic performance, and science achievement data were obtained from student records for students enrolled during the 1995-1996 academic year, and additional demographic data were obtained from students enrolled during the 1996-1998 academic years. A hierarchical logistic regression analysis explored the relationship fo these variables to the percentage of students passing the human physiology course. Predicted passing versus failing showed a sensitivity of 85.5% and specificity of 69.7%. Two independent validations of the logistical regression equation correctly predicted the performance of subsequent groups of students 75.9% and 77.6% of the time.

Multilevel analysis of the relationship between school-level variables and student achievement

2019 ◽  
Vol 48 (4) ◽  
pp. 762-780 ◽  
Author(s):  
Yusuf Ikbal Oldac ◽  
Yasar Kondakci
Keyword(s):  
Student Achievement ◽  
Public Schools ◽  
Hierarchical Linear Modeling ◽  
Teacher Collaboration ◽  
Academic Optimism ◽  
Two Dimensions ◽  
School Level ◽  
Data Set ◽  
Achievement Data ◽  
The Relationship

The purpose of this study was to investigate the relationship between student achievement and a set of school-level variables, including distributed leadership, academic optimism, teacher collaboration and enabling school structure. The study was designed as correlational research. A Hierarchical Linear Modeling (HLM) analysis was conducted with a data set collected from 23,053 students and 426 teachers from 40 randomly selected public schools in Turkey. The data were collected using previously developed scales and student achievement data from the Ministry of National Education. HLM results revealed that two dimensions of academic optimism – namely collective efficacy and trust in clients – and hindering bureaucracy significantly predicted between-school differences in student achievement. The tested HLM model explained 60% of the variation in student achievement across schools. The results revealed that student achievement is shaped by school-level variables that are tied to the structural and functional characteristics of schools in Turkey. However, these school characteristics are rooted in the societal structures and cultural characteristics of the country. Hence, it is concluded that a reinterpretation of common school-level variables used to predict student achievement in the contexts of different countries is necessary.

Creating a school context of success

2016 ◽  
Vol 54 (6) ◽  
pp. 626-646 ◽  
Author(s):  
Roxanne M. Mitchell ◽  
Brenda J. Mendiola ◽  
Randall Schumacker ◽  
Xaviera Lowery
Keyword(s):  
Hierarchical Linear Modeling ◽  
Structural Equation ◽  
School Achievement ◽  
School Context ◽  
School Level ◽  
Equation Modeling ◽  
Individual Student ◽  
Content Type ◽  
Achievement Data ◽  
The Usa

Purpose The purpose of this paper is to use SEM to explore the effects of enabling school structure (ESS) and academic optimism (AO) on school achievement (SA). Design/methodology/approach A sample of 58 urban schools, including 42 elementary schools and 16 middle schools in a southeastern district in the USA were included in this study. Structural equation modeling was used to test the effects of three exogenous predictor variables (ESS, elementary status, and socio-economic status (SES)) on a latent mediating variable (AO) and a latent dependent variable (academic achievement). Findings Findings confirm that three factors; collective efficacy, faculty trust in clients, and academic emphasis come together to create the general latent construct referred to as AO by Hoy et al. (2006). Findings also support the importance of ESS in establishing a culture of AO. Together ESS, AO, elementary school level, and SES explained 77 percent of the variance in SA, with AO having the most significant effect above and beyond the effects of SES. Research limitations/implications This study was based on a sample of schools in the Southern portion of the USA. Findings may not be generalizable to other areas. The lack of availability of individual student achievement data prevented the use of hierarchical linear modeling. Practical implications Findings from this study point to the importance of administrators establishing flexible rules and regulations and engaging in a leadership style that is collaborative. It appears that ESS not only promotes the establishment of AO but contributes to increased SA and is likely to be critical for upper levels of schooling. Social implications Reform efforts need to involve parents and community members. AO may provide an appropriate lens to further explore parent and community perceptions of reform efforts and relationships with administrators and teachers. ESS may assist in creating the structures necessary for increased parent and community involvement as well as increased perceptions of AO. Originality/value This study is one of only three studies known to explore the effects of ESS on AO and is one of the first known studies to explore these effects in a middle school setting.

scholarly journals The effects of greenhouse gas emissions and governance factors on corporate socially responsibility disclosure

2015 ◽  
Vol 12 (2) ◽  
pp. 92-106 ◽  
Author(s):  
Nikolaos Sariannidis ◽  
George Konteos ◽  
Grigoris Giannarakis
Keyword(s):  
Greenhouse Gas ◽  
Linear Regression Analysis ◽  
Ghg Emissions ◽  
Multiple Linear Regression Analysis ◽  
The United States ◽  
Different Types ◽  
Dow Jones Sustainability Index ◽  
Csr Disclosure ◽  
The Impact ◽  
The Relationship

This paper investigates the impact of a plausible set of determinants, namely, greenhouse gas (GHG) emissions, Dow Jones Sustainability Index (DJSI), anti-bribery policy, the industry’s profile and the company’s size on the extent of CSR disclosure in the United States (US). The Environmental, Social and Governance (ESG) disclosure score is used as a proxy for the extent of CSR disclosure calculated by Bloomberg, incorporating different - in terms of importance - disclosure items. The relationship between the extent of CSR disclosure and its determinants was examined using multiple linear regression analysis incorporating 133 companies listed in S&P Composite 1500 Index for the year 2011. The results illustrate that the company’s size, GHG emissions, DJSI and anti-bribery policy are significantly positively associated with the extent of CSR disclosure. In addition, there are significant differences among the industries’ profile concerning the extent of CSR disclosure. The results cannot be generalized because the sample is based on US listed companies for the year 2011. This study presents initial empirical data investigating different types of disclosures and determinants which extend the scope of previous studies

scholarly journals THE RELATIONSHIP BETWEEN SELF EFFICACY AND MOTIVATION WITH STEM EDUCATION: A SYSTEMATIC LITERATURE REVIEW

2020 ◽  
Vol 2 (4) ◽  
pp. 19-29
Author(s):  
Wan Naliza Wan Jaafar ◽  
Siti Mistima Maat
Keyword(s):  
Mathematics Achievement ◽  
Stem Education ◽  
Self Efficacy ◽  
Mathematics Curriculum ◽  
Economic Status ◽  
Assessment Method ◽  
School Level ◽  
Social Economic Status ◽  
And Mathematics ◽  
The Relationship

While Malaysia’s performance in the international assessment such as TIMSS and PISA are inclined to worry, enrollment of students in the science stream is also decreasing. Even though there are rapid changes made into the curriculum, teaching strategies and assessment method, the quality of Malaysia’s education system especially in mathematics have not shown any promising changes. The purpose of this study is to analyze previous studies on the relationship between students’ self-efficacy and motivation with STEM education. This systematic review is conducted by qualitatively analyzed 34 articles from Scopus, Google Scholar and MyJurnal using thematic analysis. The result of the analysis is categorized into six themes: non-cognitive factors, pedagogy, STEM intervention programs, social-economic status, teachers’ gender, and mathematics curriculum. The result shows that self-efficacy and motivation are highly affected by mathematics achievement. This paper suggesting a rapid study on STEM education at the primary school level so that issues related to mathematics achievement can be solved at an earlier stage.

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