Examination of Relationships between Participation in School Music Programs of Differing Quality and Standardized Test Results

2006 ◽  
Vol 54 (4) ◽  
pp. 293 ◽  
Author(s):  
Christopher M. Johnson ◽  
Jenny E. Memmott
Keyword(s):  
Standardized Test ◽  
Music Programs ◽  
Test Results ◽  
School Music ◽  
Standardized Test Results

Achievement as a Momentary Event, as a Continuing State, Locus of Control: A Clarification

1980 ◽  
Vol 51 (3_suppl2) ◽  
pp. 1159-1166 ◽  
Author(s):  
Lawrence W. Sherman ◽  
Richard J. Hofmann
Keyword(s):  
Locus Of Control ◽  
Standardized Test ◽  
School Achievement ◽  
Test Results ◽  
Grade Point ◽  
Path Diagram ◽  
The Relationship ◽  
Standardized Test Results ◽  
Diagram Approach ◽  
Better Than

The relationship between locus of control and achievement is clarified by disaggregating achievement into a momentary event (standardized test results) and continuing state (grade-point average) utilizing a path diagram approach. Although there are no substantial correlations among socioeconomic status, sex, and locus of control in this study, the three variables predict school achievement as a continuing state ( R = 33) considerably better than they do as a momentary event ( R = .56) of 174 students in Grade 8.

scholarly journals Predicting Middle Level State Standardized Test Results Using Family and Community Demographic Data

RMLE Online ◽  
2016 ◽  
Vol 40 (1) ◽  
pp. 1-13 ◽  
Author(s):  
Christopher H. Tienken ◽  
Anthony Colella ◽  
Christian Angelillo ◽  
Meredith Fox ◽  
Kevin R. McCahill ◽  
...  
Keyword(s):  
Standardized Test ◽  
Demographic Data ◽  
Middle Level ◽  
Test Results ◽  
Standardized Test Results

Examination of Relationships between Participation in School Music Programs of Differing Quality and Standardized Test Results

2006 ◽  
Vol 54 (4) ◽  
pp. 293-307 ◽  
Author(s):  
Christopher M. Johnson ◽  
Jenny E. Memmott
Keyword(s):  
Middle School ◽  
Academic Achievement ◽  
Music Education ◽  
Standardized Test ◽  
The United States ◽  
Music Programs ◽  
Effect Sizes ◽  
School Music ◽  
And Mathematics ◽  
Choral Programs

The purpose of this investigation was to examine the relationship between participation in contrasting school music programs and standardized test scores. Relationships between elementary (third- or fourth-grade) students' academic achievement at comparable schools, but with contrasting music programs as to instructional quality, were investigated. Relationships also were examined between middle school (eighth-or ninth-grade) students' academic achievement and their participation in school music programs that also differed in quality. Participants (N = 4,739) were students in elementary (n = 1,119) and middle schools (n = 3,620) from the South, East Coast, Midwest, and West Coast of the United States. All scores were standardized for comparison purposes. Analysis of elementary school data indicated that students in exemplary music education programs scored higher on both English and mathematics standardized tests than their counterparts who did not have this high-quality instruction; however, the effect sizes were slight. Analysis of middle school data indicated that for both English and math, students in both exceptional music programs and deficient instrumental programs scored better than those in no music classes or deficient choral programs; however, the effect sizes were not large.

Efficacy of Test-Wiseness on Test Anxiety and Reading Achievement among Black Youth

1977 ◽  
Vol 41 (3_suppl) ◽  
pp. 1135-1140 ◽  
Author(s):  
John M. Dillard ◽  
Jacqueline Warrior-Benjamin ◽  
David W. Perrin
Keyword(s):  
Test Anxiety ◽  
Standardized Test ◽  
Black Children ◽  
Self Concept ◽  
Test Results ◽  
Lower Socioeconomic Status ◽  
Test Taking ◽  
Lower Socioeconomic ◽  
Treatment Procedures ◽  
Standardized Test Results

This investigation examined the effects of test-wiseness on test anxiety, self-concept, and standardized test results. Test-anxious subjects (60 black children in grade 6 and of lower socioeconomic status) experiencing high test anxiety, low self-concept, deficiency in test-taking skills, and reading two levels below appropriate levels were treated with three treatment procedures: test-wiseness skills, applied test-taking self-concept skills, or no treatment (non-experimental group). Three measures were used to assess the independent variables. The results showed that teaching test-wiseness was significantly effective in reducing test anxiety and improving test-score results; however, applied test-taking self-concepts were not significantly improved.

A Closer Look at Standardized Tests

1982 ◽  
Vol 29 (7) ◽  
pp. 50-54
Author(s):  
Donald J. Freeman ◽  
Therese M. Kuhs ◽  
Lucy B. Knappen ◽  
Andrew C. Porter
Keyword(s):  
Student Achievement ◽  
Instructional Strategies ◽  
Standardized Tests ◽  
Standardized Test ◽  
Learning Problems ◽  
Test Results ◽  
Individual Level ◽  
Teacher's Knowledge ◽  
Standardized Test Results

It is commonly argued that teachers should use scores from standardized tests to facilitate instruction. Specifically, teachers are encouraged to use standardized test results to evaluate student achievement on both a group and individual level, to identify students with learning problems, and to assess the effectiveness of instructional strategies that have been used. The use of standardized tests for any of these functions, however, must be tempered by the teacher's knowledge of the extent to which the content of the test parallels the content of instruction.

scholarly journals Standardized Test Results: An Opportunity for English Program Improvement

HOW ◽  
2017 ◽  
Vol 24 (2) ◽  
pp. 121-140 ◽  
Author(s):  
Maureyra Jiménez ◽  
Caroll Rodríguez ◽  
Lourdes Rey Paba
Keyword(s):  
Standardized Test ◽  
Program Improvement ◽  
Test Results ◽  
English Program ◽  
Standardized Test Results
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