scholarly journals An Investigation of the Relationship Between Retention in First Grade and Performance on High Stakes Tests in Third Grade

2010 ◽  
Vol 32 (2) ◽  
pp. 166-182 ◽  
Author(s):  
Jan N. Hughes ◽  
Qi Chen ◽  
Felix Thoemmes ◽  
Oi-man Kwok
Keyword(s):  
First Grade ◽  
Third Grade ◽  
High Stakes ◽  
High Stakes Tests ◽  
And Performance ◽  
The Relationship

scholarly journals When does math anxiety in parents and teachers predict math anxiety and math achievement in elementary school children? The role of gender and grade year

2020 ◽  
Vol 23 (4) ◽  
pp. 1023-1054
Author(s):  
Monika Szczygieł
Keyword(s):  
Elementary School Children ◽  
Math Achievement ◽  
Math Anxiety ◽  
First Grade ◽  
Third Grade ◽  
Final Grade ◽  
Early School ◽  
The Relationship ◽  
Social Source

Abstract The study investigated the relationship between math anxiety in parents and teachers and math anxiety and math achievement in first- to third-grade children. The results indicate that math anxiety in fathers (but not mothers and teachers) is associated with math anxiety in first-grade children and third-grade girls. Math anxiety in mothers and teachers (but not fathers) explains the level of math achievement in third-grade children. The research results indicate the importance of adults in shaping pupils’ math anxiety and math achievement, but these relationships vary depending on gender and the grade year. The obtained outcomes generally suggest that adults’ math anxiety is not a social source of children’s math anxiety, but it can be considered a source of low math achievement among children in the final grade of early school education.

scholarly journals The Relationship Between State and District Content Standards:Issues of Alignment, Influence and Utility

2004 ◽  
Vol 12 ◽  
pp. 45 ◽  
Author(s):  
Elizabeth Dutro ◽  
Sheila Valencia
Keyword(s):  
Student Performance ◽  
State Standards ◽  
Content Standards ◽  
Public Attention ◽  
High Stakes ◽  
Local Content ◽  
High Stakes Tests ◽  
Standards Based Reform ◽  
State And Local ◽  
The Relationship

At the core of standards-based reform are content standards--statements about what students should know and be able to do. Although it is state standards that are the focus of much public attention and consume substantial resources, many local school districts have developed their own content standards in the major subject areas. However, we know very little about the role state standards have played in local standards efforts. In this article we report on a study of the relationship between state and local content standards in reading in four states and districts. Through interviews with key personnel in each state, and district and analyses of state and local content standards in reading, we explored the alignment between state and district content standards, the path of influence between the two, and the role of high-stakes tests in state and districts reform efforts. Our findings suggest that alignment had multiple meanings and that state standards had differential utility to districts, ranging from helpful to benign to nuisance. This wide variability was influenced by the nature of the standards themselves, the state vision of alignment and local control, districts’ own engagement and commitment to professional development, and student performance on high-stakes tests. We explore implications for the future of content standards as the cornerstone of standards-based reform and argue that states must promote district ownership and expand accountability if state content standards are to have any relevance for local efforts to reform teaching and learning.

Using Curriculum-Based Measurement to Predict Student Performance on an Eighth-Grade State Reading Assessment

2018 ◽  
Vol 45 (4) ◽  
pp. 277-287
Author(s):  
Mindy LeRoux ◽  
Keith Zvoch ◽  
Gina Biancarosa
Keyword(s):  
Student Performance ◽  
Reading Fluency ◽  
Oral Reading ◽  
Student Characteristics ◽  
Eighth Grade ◽  
High Stakes ◽  
Statewide Assessment ◽  
Eighth Grade Students ◽  
And Performance ◽  
The Relationship

The purpose of this study was to investigate the relationship between scores on two common curriculum-based measures (CBMs), oral reading fluency (ORF) and maze, and scores on the previous statewide assessment of reading in Oregon (Oregon Assessment of Knowledge and Skills-Reading/Literature [OAKS-R]). Data obtained from three cohorts of eighth-grade students were used to examine CBM validity, and the relationship between student characteristics and OAKS-R performance. Positive relationships between ORF and maze scores and performance on the OAKS-R were obtained. In addition, the strength of the predictive relationships varied across cohorts, but not as a function of student characteristics. These results suggest that eighth-grade CBM data can be used as an efficient means to identify and intervene with those at risk of performing poorly on the end-of-year, high stakes accountability assessment. Consideration of the tradeoffs associated with using one or more CBMs in middle school is provided.

scholarly journals Reciprocal relations between student–teacher conflict, children’s social skills and externalizing behavior

2015 ◽  
Vol 39 (5) ◽  
pp. 413-425 ◽  
Author(s):  
Vĕra Skalická ◽  
Frode Stenseng ◽  
Lars Wichstrøm
Keyword(s):  
Social Skills ◽  
Student Teacher ◽  
Externalizing Behavior ◽  
First Grade ◽  
Third Grade ◽  
Grade Student ◽  
Student Teacher Relationship ◽  
Children's Social Skills ◽  
Bidirectional Relations ◽  
The Relationship

Research suggests that the relation between student–teacher conflict and children’s externalizing behavior might be reciprocal, and possibly also between student–teacher conflict and children’s social skills. Because children with externalizing behavior also tend to display low levels of social skills, we do not know if one or both of these student characteristics are involved in shaping and being shaped by the relationship to the teacher. In this study, we addressed this by means of a three-wave cross-lagged longitudinal study from preschool to third grade, including measures of social skills, externalizing behavior and student–teacher conflict. Bidirectional relations were observed between student–teacher conflict and social skills from first grade to third grade, and between student–teacher conflict and externalizing behavior between preschool and first grade. However, results from a model including both social skills and externalizing behavior suggested that externalizing behavior is a stronger predictor of conflicted student–teacher relationship than children’s social skills. Student–teacher conflict was predictive of externalizing behavior as well as of later social skills. Effect of children’s first-grade externalizing behavior on third-grade student–teacher conflict was gender moderated, with stronger effects of externalizing behavior observed in girls, combined with higher stability in first-grade student–teacher conflict in boys.

scholarly journals State-Anxiety and Academic Burnout Regarding University Access Selective Examinations in Spain During and After the COVID-19 Lockdown

2021 ◽  
Vol 12 ◽  
Author(s):  
Antonio Fernández-Castillo
Keyword(s):  
Emotional Disturbance ◽  
State Anxiety ◽  
Burnout Syndrome ◽  
High Stakes ◽  
High Stakes Tests ◽  
Assessment Tests ◽  
University Access ◽  
Evaluation Test ◽  
The University ◽  
The Relationship

Coping with assessment tests are known to generate anxiety frequently in the students who face them. In academic circumstances with the continued presence of emotional disturbance, high demand, and stress, emotional and physical fatigue, typical of burnout syndrome, and can be detected. Anxiety and burnout are related to each other and even more closely in high-stakes tests. One of these tests is the examination imposed in Spain for access to the university. The objective of this work is to analyze the presence of anxiety and burnout and the relationship between them in students who face these tests, both during the confinement situation due to the COVID-19 pandemic and during the pandemic after the lockdown. For this purpose, we used a sample of 1,021 students with a mean age of 17.89 (SD = 1.22, range 17–27). Of these, 866 (84.8%) were students who were taking the test, while the rest were university students who had passed it recently. Our results show high levels of anxiety and burnout in students who face the evaluation test during the COVID-19 pandemic, sustained over time and especially in comparison with students who had already taken the exam. The association between higher levels of anxiety and higher levels of burnout in the students who take these exams was also verified. These results link the relationship between these two variables more solidly and suggest the need to include address anxiety to reduce burnout levels in these students. The results are discussed with regard to prior evidence and their applications.

Professional Development to Develop Elementary School Teachers' Assessment Practices in Mathematics

2017 ◽  
pp. 636-647
Author(s):  
Drew Polly
Keyword(s):  
Professional Development ◽  
Elementary School Teachers ◽  
The United States ◽  
Development Project ◽  
Mathematical Tasks ◽  
Assessment Practices ◽  
High Stakes ◽  
Performance Tasks ◽  
High Stakes Tests ◽  
And Performance

The climate of high-stakes tests has greatly influenced the way mathematics is taught in schools in the United States. In this study the author shares the findings of a professional development project focused on cognitively-demanding mathematical tasks and performance tasks that can be used for both instruction and assessment. Through an inductive analysis of open-ended surveys, the professional development increased teachers' awareness and use of cognitively-demanding mathematical tasks that align to their standards. However, many teachers reported their beliefs that assessments should be multiple choice and reflect the format of their high-stakes state-wide end-of-year assessment. Implications for professional development related to assessment in mathematics education are also shared.

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