scholarly journals School District Leave Policies, Teacher Absenteeism, and Student Achievement

1991 ◽  
Vol 26 (1) ◽  
pp. 72 ◽  
Author(s):  
Ronald G. Ehrenberg ◽  
Randy A. Ehrenberg ◽  
Daniel I. Rees ◽  
Eric L. Ehrenberg
Keyword(s):  
Student Achievement ◽  
School District ◽  
Teacher Absenteeism

scholarly journals School District Leave Policies, Teacher Absenteeism, and Student Achievement

10.3386/w2874 ◽  
1989 ◽  
Author(s):  
Ronald Ehrenberg ◽  
Randy Ehrenberg ◽  
Daniel Rees ◽  
Eric Ehrenberg
Keyword(s):  
Student Achievement ◽  
School District ◽  
Teacher Absenteeism

Use of Khan Academy and Mathematics Achievement

2020 ◽  
pp. 37-63
Author(s):  
Kelli Millwood Hill ◽  
Kodi Weatherholtz ◽  
Rajendra Chattergoon
Keyword(s):  
Student Achievement ◽  
Standard Deviation ◽  
School District ◽  
Mathematics Classroom ◽  
Middle School Mathematics ◽  
Long Beach ◽  
Balanced Assessment ◽  
Race Ethnicity ◽  
And Mathematics ◽  
Khan Academy

In summer 2017, Long Beach Unified School District partnered with Khan Academy to support pilot teachers in their implementation of Khan Academy in the classroom. This study examined how the use of Khan Academy in the middle school mathematics classroom relates to student achievement on the mathematics portion of the state standardized assessment. Results indicated that students who used Khan Academy for more than 30 minutes a week, the recommended usage time, scored an additional 22 points (0.20 standard deviation units) on the 2018 mathematics portion of the Smarter Balanced Assessment, compared to students who did not use Khan Academy. Additionally, these results hold true regardless of race/ethnicity, gender, eligibility for free/reduced lunch, or English learner status.

scholarly journals Measuring the Impacts of Teachers I: Evaluating Bias in Teacher Value-Added Estimates

2014 ◽  
Vol 104 (9) ◽  
pp. 2593-2632 ◽  
Author(s):  
Raj Chetty ◽  
John N. Friedman ◽  
Jonah E. Rockoff
Keyword(s):  
Student Achievement ◽  
School District ◽  
Experimental Design ◽  
Test Scores ◽  
Value Added ◽  
Good Measure ◽  
Teaching Staff ◽  
Quasi Experimental ◽  
Unbiased Estimates ◽  
Parent Characteristics

Are teachers' impacts on students' test scores (value-added) a good measure of their quality? One reason this question has sparked debate is disagreement about whether value-added (VA) measures provide unbiased estimates of teachers' causal impacts on student achievement. We test for bias in VA using previously unobserved parent characteristics and a quasi-experimental design based on changes in teaching staff. Using school district and tax records for more than one million children, we find that VA models which control for a student's prior test scores provide unbiased forecasts of teachers' impacts on student achievement. (JEL H75, I21, J24, J45)

The Effects of School Turnaround in Tennessee’s Achievement School District and Innovation Zones

2017 ◽  
Vol 39 (4) ◽  
pp. 670-696 ◽  
Author(s):  
Ron Zimmer ◽  
Gary T. Henry ◽  
Adam Kho
Keyword(s):  
Student Achievement ◽  
School District ◽  
Federal Government ◽  
Race To The Top ◽  
School Turnaround ◽  
Transformation Models ◽  
Low Performing Schools ◽  
Charter Management Organization ◽  
Turnaround Strategies ◽  
Management Organization

In recent years, the federal government has invested billions of dollars to reform chronically low-performing schools. To fulfill their federal Race to the Top grant agreement, Tennessee implemented three turnaround strategies that adhered to the federal restart and transformation models: (a) placed schools under the auspices of the Achievement School District (ASD), which directly managed them; (b) placed schools under the ASD, which arranged for management by a charter management organization; and (c) placed schools under the management of a district Innovation Zone (iZone) with additional resources and autonomy. We examine the effects of each strategy and find that iZone schools, which were separately managed by three districts, substantially improved student achievement. In schools under the auspices of the ASD, student achievement did not improve or worsen. This suggests that it is possible to improve schools without removing them from the governance of a school district.

scholarly journals Examining Student Achievement, Teacher Effectiveness, and Merit Pay in a Rural School District

2020 ◽  
Vol 3 (2) ◽  
pp. 11-39
Author(s):  
Mary Boudreaux ◽  
Jill Faulkner
Keyword(s):  
Student Achievement ◽  
School District ◽  
Teacher Effectiveness ◽  
Merit Pay ◽  
Rural School ◽  
Education Level ◽  
Content Area ◽  
Achievement Scores ◽  
Years Of Experience ◽  
Rural School District

With more rigorous standards and testing at the forefront of educational reform across the nation, the rural school district in this study developed a strategic compensation plan with bonus pay based on student test scores as a teacher success incentive. A causal-comparative study was conducted to examine the effect of teacher merit pay levels on teacher effectiveness and student achievement within a rural school district. The study also considered if there is a difference among the teacher effectiveness levels and student achievement scores and certain moderating variables including content area, years of experience, gender, and education level. One-way ANOVA analysis determined student achievement scores were significantly lower when the teacher did not qualify for a bonus than at any and every other bonus level. Linear regression analyses found significant moderation effects for years of experience, education level, and content area, but not for teacher gender.

scholarly journals PENGARUH PENGGUNAAN MULTIMEDIA PEMBELAJARAN DAN MOTIVASI TERHADAP PRESTASI BELAJAR BAHASA INGGRIS DI SMA 10 PALEMBANG

2020 ◽  
Vol 1 (2) ◽  
pp. 181-192
Author(s):  
Violeta Nirmala
Keyword(s):  
Student Achievement ◽  
School District ◽  
Path Analysis ◽  
Achievement Motivation ◽  
Structural Equation ◽  
Critical Ratio ◽  
Motivation To Learn ◽  
Learning To Learn ◽  
Learning Achievement ◽  
Learning English

The influence the use of multimedia learn and motivation achievement  of students in learning English lesson in school district 10 Palembang. Guided by Waspodo and H.Lin Yan Syah. In the process of achieving the goal of learning, the use of multimedia motivation to learn is also a very big role on the interpretation of student learning. Due to the learning motivation in students , thus increasing learning achievement is also high on student achievement. The purpose of the study is to investigate and examine the effect of multimedia learning and motivation against students in achievement learning English lesson in school in school district 10 Palembang. The study also wanted to know and test whether the two exogenous variables from the above that the dominant influence on student achievement in English language subject in school district 10 Palembang. Causal type of research is the research that aims to explain the influence of several variables. The object of the study were students and a sample set a of 60 samples. By using random sampling model analysis was used to prove the hypothesis that use of the Path Analysis Testing (path analysis) with AMOS, USING Structural Equation Model (SEM). SEM results with the value of CR (Critical Ratio) of-0 082 for multimedia on learning achievement and 8595 for Achievement Motivation Learning to learn, with CR Values > 1671 CR means of two values which are able to explain and a strong influence on the variable endogenous variable is the motivation to learn.  Where multimedia effect on motivation to learn is casually with the CR 3297

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