scholarly journals Exploring the Cross-Level Impact of Counseling Satisfaction from the Longitudinal Study of Learning Outcomes: A Case Study of Economically Disadvantaged Students

2021 ◽  
Vol 8 (6) ◽  
pp. 515-532
Author(s):  
Tseng Chun-Chieh ◽  
Chang Cheng-Ping
Keyword(s):  
Learning Outcomes ◽  
Economically Disadvantaged ◽  
Time Factors ◽  
Private University ◽  
Academic Growth ◽  
Moderating Effect ◽  
Disadvantaged Students ◽  
Economically Disadvantaged Students ◽  
Initial Learning ◽  
Counseling Satisfaction

This paper discusses the connotations between the learning outcomes of economically disadvantaged students and time factors. We recruited 1,053 economically disadvantaged students from a private university as participants and collected their mean scores in professional courses for 4 years. After observing the initial learning outcomes and academic growth rates of the students, this study concluded that counseling satisfaction had a cross-level moderating effect on learning outcomes. Additionally, the learning outcomes of economically disadvantaged students in professional courses exhibited decelerating growth with time, whereas cross-level counseling satisfaction had a significant influence and moderating effect on academic growth rate.

Developing latent mathematics abilities in economically disadvantaged students

Roeper Review ◽  
2005 ◽  
Vol 27 (4) ◽  
pp. 222-227 ◽  
Author(s):  
Michele A. McKenna ◽  
Patricia L. Hollingsworth ◽  
Laura L. B. Barnes
Keyword(s):  
Economically Disadvantaged ◽  
Disadvantaged Students ◽  
Economically Disadvantaged Students ◽  
Mathematics Abilities

Policy, Poverty, and Student Achievement: An Exploration of the Impact of State Policies

2018 ◽  
Vol 34 (4) ◽  
pp. 674-704
Author(s):  
Nicola A. Alexander ◽  
Sung Tae Jang
Keyword(s):  
Student Achievement ◽  
Economically Disadvantaged ◽  
Math Achievement ◽  
Teacher Evaluations ◽  
State Policies ◽  
Teacher Assessment ◽  
Disadvantaged Students ◽  
Economically Disadvantaged Students ◽  
Assessment Policies ◽  
The Impact

This article explores the associations between the achievement of economically disadvantaged students and the presence of state policies that include student achievement in teacher evaluations. We looked at student achievement across all 50 states from 2007 through 2013. A simple comparison of states with and without the policy suggested that economically disadvantaged students had similar or slightly lower reading and lower math achievement in those states with the policy than in states without it. Once state context was considered, we found that states that included student achievement in teacher assessment policies had slightly higher reading achievement among economically disadvantaged students than they would have had otherwise. We found no similar impact on math achievement. This policy did not reduce the gaps in achievement between economically disadvantaged students and their more affluent peers. Combined, these findings indicate that including student achievement in teacher assessment models did not eliminate poverty-induced educational disparities in the system.

Comparison of the 1979 and the 1986 Norms on the Standard Progressive Matrices for Economically Disadvantaged Students: Implications for Identification of Gifted Children

1988 ◽  
Vol 67 (3) ◽  
pp. 749-750 ◽  
Author(s):  
James E. Whorton ◽  
Frances A. Karnes
Keyword(s):  
United States ◽  
Economically Disadvantaged ◽  
Disadvantaged Students ◽  
Gifted Children ◽  
Economically Disadvantaged Students ◽  
Identification Of Gifted

The focus of this article is on a comparison of the 1979 (British) and 1986 (United States) norms for the Standard Progressive Matrices. To screen for potentially gifted children, 307 students in Grades 3 through 8 were tested, and the scores were analyzed using both sets of norms. The 1986 norms may identify more students above criterion. Results are discussed.

scholarly journals Does Texas’ compensatory education funding get to the intended students?

2021 ◽  
Vol 29 ◽  
pp. 36
Author(s):  
Laurence A. Toenjes
Keyword(s):  
Low Income ◽  
Economically Disadvantaged ◽  
Incidental Finding ◽  
School Level ◽  
Disadvantaged Students ◽  
Economically Disadvantaged Students ◽  
Direct Function ◽  
School Year ◽  
Spending Patterns ◽  
Student Funding

Two questions about Texas school expenditure patterns are examined. First, “How progressive are spending patterns among high and low poverty schools?” Second, “How unequal are expenditures per pupil between schools with at least 70% of their students classified as economically disadvantaged, in different districts?” The data, for school year 2017-2018, are restricted to 3,453 elementary and middle schools in 90 large Texas districts. The schools in each district were divided into high and low poverty groups. The differences in the average per pupil spending for operations between the two groups ranged from plus $1,382 in one district to a negative $802 in another. The average expenditures in schools with at least 70% economically disadvantaged students were 75% greater in one district than in another. It is demonstrated that districts with less extreme average levels of low-income students have more opportunity to act as good Samaritans, generally exhibiting substantially greater spending in their high poverty schools. This finding supports arguments for student funding weights that increase with increasing proportions of economically disadvantaged students. An incidental finding is that a commonly used measure of funding progressivity is a direct function of district and school level variances in poverty averages, and is therefore biased by them.

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