The Relationship Between School Turnaround and Student Outcomes: A Meta-Analysis

2020 ◽  
Vol 42 (4) ◽  
pp. 493-519
Author(s):  
Christopher Redding ◽  
Tuan D. Nguyen
Keyword(s):  
Test Scores ◽  
Student Outcomes ◽  
Standardized Test ◽  
Meta Analysis ◽  
School Closure ◽  
School Turnaround ◽  
Low Performing Schools ◽  
Student Test ◽  
Student Test Scores ◽  
The Relationship

School turnaround has emerged as a predominant strategy to improve chronically low-performing schools, although the approach remains controversial. This meta-analysis synthesizes results from 35 studies to examine the relationship between school turnaround and various student outcomes. We find that school turnaround is associated with improved attendance, standardized test scores, and graduation rates. When separating the results by the different turnaround models, transformation, turnaround, and restart models are associated with improvements in student test scores. We find no evidence of a significant relationship between school closure or state turnaround conducted under No Child Left Behind (NCLB) waivers and student test scores. We describe how changes in organizational operations, human capital, and the governance and/or management of low-performing schools might have contributed to this observed relationship.

Teacher Merit Pay: A Meta-Analysis

2020 ◽  
pp. 000283122090558
Author(s):  
Lam D. Pham ◽  
Tuan D. Nguyen ◽  
Matthew G. Springer
Keyword(s):  
Test Scores ◽  
Program Design ◽  
Meta Analysis ◽  
Merit Pay ◽  
The United States ◽  
Summary Effect ◽  
Student Test ◽  
Student Test Scores ◽  
Study Context ◽  
Pay Incentives

Empirical research investigating the association between teacher pay incentives and student test scores has grown rapidly over the past decade. To integrate the findings from these studies and help inform the debate over teacher merit pay, this meta-analysis synthesizes effect sizes across 37 primary studies, 26 of which were conducted in the United States. Among the U.S. based studies, the results suggest that the effect of teacher merit pay on student test scores is positive and statistically significant (0.043 standard deviation). This summary effect varies by program design and study context, suggesting that teacher merit pay has the potential to improve student test scores in some contexts but researchers and policymakers should pay close attention to program design and implementation.

scholarly journals School Inputs, Household Substitution, and Test Scores

2013 ◽  
Vol 5 (2) ◽  
pp. 29-57 ◽  
Author(s):  
Jishnu Das ◽  
Stefan Dercon ◽  
James Habyarimana ◽  
Pramila Krishnan ◽  
Karthik Muralidharan ◽  
...  
Keyword(s):  
Learning Outcomes ◽  
Production Function ◽  
Test Scores ◽  
Empirical Studies ◽  
Education Production Function ◽  
Education Production ◽  
Student Test ◽  
Student Test Scores ◽  
Household Responses ◽  
The Relationship

Empirical studies of the relationship between school inputs and test scores typically do not account for household responses to changes in school inputs. Evidence from India and Zambia shows that student test scores are higher when schools receive unanticipated grants, but there is no impact of grants that are anticipated. We show that the most likely mechanism for this result is that households offset their own spending in response to anticipated grants. Our results confirm the importance of optimal household responses and suggest caution when interpreting estimates of school inputs on learning outcomes as parameters of an education production function. (JEL D12, H52, I21, O15)

scholarly journals Pandemic Schooling Mode and Student Test Scores: Evidence from US States

2021 ◽  
Author(s):  
Clare Halloran ◽  
Rebecca Jack ◽  
James Okun ◽  
Emily Oster
Keyword(s):  
Test Scores ◽  
Us States ◽  
Student Test ◽  
Student Test Scores

Beyond Standardized Test Scores: The Impact of a Public School Closure on House Prices

2017 ◽  
Vol 26 (2) ◽  
pp. 119-135 ◽  
Author(s):  
Alicia Rosburg ◽  
Hans Isakson ◽  
Mark Ecker ◽  
Tim Strauss
Keyword(s):  
Public School ◽  
Test Scores ◽  
Standardized Test ◽  
House Prices ◽  
School Closure ◽  
Standardized Test Scores ◽  
The Impact

A Meta-Analysis on the Relationship Between Prayer and Student Outcomes

2020 ◽  
Vol 52 (8) ◽  
pp. 1223-1237 ◽  
Author(s):  
William Jeynes
Keyword(s):  
Socioeconomic Status ◽  
Urban Schools ◽  
Student Outcomes ◽  
Meta Analysis ◽  
Behavioral Outcomes ◽  
High Quality ◽  
Race And Gender ◽  
And Gender ◽  
The Relationship

A meta-analysis, including 13 studies, was undertaken on the relationship between the exercise of student prayer and academic and behavioral outcomes in urban schools. Analyses both with and without sophisticated controls (e.g., socioeconomic status, race, and gender) were used. Additional analyses were done to determine whether the effects of prayer differed by the quality of the study. The results indicated that the exercise of prayer is associated with better levels of student outcomes. Moreover, the effects of prayer were greater for high-quality studies. The significance of these results is discussed.

The Relationship between Standardized Test Scores and Clinical Performance

2013 ◽  
Vol 9 (12) ◽  
pp. e563-e570 ◽  
Author(s):  
James Whyte ◽  
Roxanne Pickett-Hauber ◽  
Paul Ward ◽  
David W. Eccles ◽  
Kevin R. Harris
Keyword(s):  
Test Scores ◽  
Standardized Test ◽  
Clinical Performance ◽  
Standardized Test Scores ◽  
The Relationship

Reliability Generalization as a Seal of Quality of Substantive Meta-Analyses: The Case of the VIA Inventory of Strengths (VIA-IS) and Their Relationships to Life Satisfaction

2018 ◽  
Vol 122 (3) ◽  
pp. 1167-1188 ◽  
Author(s):  
Mercedes Ovejero Bruna ◽  
Andreea C. Brabete ◽  
Jesús M. Alvarado Izquierdo
Keyword(s):  
Life Satisfaction ◽  
Test Scores ◽  
Character Strengths ◽  
Meta Analysis ◽  
Self Regulation ◽  
Reliability Estimation ◽  
Assessment Instrument ◽  
Sample Type ◽  
Reliability Generalization ◽  
The Relationship

Reliable test scores are essential to interpret the results obtained in statistical analyses correctly. In this study, we used the Values in Action Inventory of Strengths (VIA-IS) as an example of a widely applied assessment instrument to analyze its metric quality in what is known as reliability generalization (RG). In addition, we conducted a meta-analysis of the correlations between character strengths and life satisfaction to examine the potential relationship between the reliability of test scores and the intensity of these correlations. The overall variability of alpha coefficients supports the argument that reliability is sample dependent. Indeed, there were statistically significant mean reliability differences for scores across the 24 scales, with the highest level of reliability observed for Creativity and the lowest for scores on Self-regulation. Significant moderators such as the standard deviation of the scores and the sample type contribute to understand the high variability observed in the reliability estimation. The second meta-analysis showed that Zest, Hope, Gratitude, Curiosity, and Love were the character strengths that were highly related to life satisfaction, while Modesty and Prudence were less related to life satisfaction. Furthermore, the high heterogeneity between samples might be an indicator of the relationship between the variability of reliability of character strengths' scores and the intensity of their correlations with life satisfaction. Those character strengths with high-potential RG are related or unrelated to life satisfaction, whereas character strengths with less-potential RG showed unstable correlation patterns. The results of both studies point out the role of the relationship between the reliability of test scores and substantive studies, such as Pearson's correlations meta-analysis.

Validity in Phallometric Testing for Sexual Interests in Children: A Meta-Analytic Review

Assessment ◽  
2017 ◽  
Vol 26 (3) ◽  
pp. 535-551 ◽  
Author(s):  
Ian V. McPhail ◽  
Chantal A. Hermann ◽  
Stephanie Fernane ◽  
Yolanda M. Fernandez ◽  
Kevin L. Nunes ◽  
...  
Keyword(s):  
Sexual Offenders ◽  
Test Scores ◽  
Sexual Interest ◽  
Meta Analysis ◽  
Z Score ◽  
Testing Procedures ◽  
Sexual Activities ◽  
Analytic Review ◽  
Valid Assessment ◽  
The Relationship

Valid assessment of pedohebephilic interests (i.e., sexual interest in children) is fundamental to forensic clinical practice. Phallometric testing—which measures changes in penile circumference or volume, while stimuli depicting different ages and sexual activities are presented—is widely used in clinical and research settings to detect such interests. This meta-analysis summarizes studies comparing sexual offenders against children and various types of controls on phallometric tests for pedohebephilic interests (37 samples; N = 6,785) and studies examining the relationship between phallometric test scores and sexual reoffending (16 samples; N = 2,709). The findings suggest that several phallometric testing procedures are valid indicators of pedohebephilic interest. Certain methodological features of phallometric tests were associated with greater validity, such as, slide or audio-plus-slide stimuli and z-score-based indices. In addition, phallometric tests for pedohebephilic, pedophilic, and hebephilic interests predicted sexual reoffending which provides further evidence that phallometric test scores are valid indicators of sexual interest in children. In general, the interpretation of phallometric test scores as indicators of pedohebephilic interests is supported.

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