Identifying Content for Student Achievement Tests

2015 ◽  
Author(s):  
Norman L. Webb
Keyword(s):  
Student Achievement ◽  
Achievement Tests

scholarly journals Exploring the Relationships Among Innovation, Collaboration, and School Change in a Mixed Methods

2018 ◽  
Vol 9 (1) ◽  
pp. 1463-1473
Author(s):  
Aneta Hogan Walker
Keyword(s):  
Student Achievement ◽  
School Culture ◽  
School Improvement ◽  
Student Learning ◽  
Learning Outcomes ◽  
School Change ◽  
Research Study ◽  
Achievement Tests ◽  
Student Learning Outcomes ◽  
Mixed Method Research

Continuous school improvement efforts require schools to prepare, organize, and lead change.  This study examined how a school created a context for change by implementing an innovation to improve teaching practices, school culture, and student learning outcomes.  Implementing innovation requires school leaders to understand the process of change to successfully sustain school improvement efforts.  The purpose of this research study was to assess the effectiveness that an innovative hybrid schedule had on improving student learning outcomes and school culture.  This mixed-method research study used data generated by the AdvancEd®’s Stakeholder Feedback Survey, the ACT Aspire® Student Achievement Tests, and teacher interviews. The analysis of this study’s data indicated several factors that facilitated change through the implementation of the innovative hybrid schedule.  The researcher discovered these overall factors related to the benefits of students changing classes, teachers becoming content specialists, collaboration through PLCs and vertical planning.  Additionally, the results revealed that significant change occurred in school culture based on the AdvancEd®’s Stakeholder Feedback Survey.  Additionally, student learning outcomes measured by ACT Aspire® Reading and Mathematics Student Achievement Tests showed a statistically significant improvement in both reading and math.   

scholarly journals School Reform: America’s Winchester Mystery House

2016 ◽  
Vol 11 (4) ◽  
Author(s):  
David Daniel Meyer ◽  
Loredana Werth
Keyword(s):  
Student Achievement ◽  
Student Performance ◽  
Science Achievement ◽  
International Student ◽  
Rank Order ◽  
Achievement Tests ◽  
Data Set ◽  
Global Competitiveness ◽  
Achievement Data ◽  
National Competitiveness

This quantitative study examines the correlation between international student achievement test outcomes and national competitiveness rankings. Student achievement data are derived from a variation-adjusted, common metric data set for 74 countries that have participated in any of the international mathematics and science achievement tests since 1964. National competitiveness data are taken from the 2014-15 Global Competitiveness Index (GCI) published by the World Economic Forum. A Spearman’s rank-order correlation was run to assess the relationship between student performance on international achievement tests and the competitiveness of nations. For all nations, there was a moderate positive correlation between student performance on international achievement tests and the competitiveness of a nation, rs(98)=0.688, p

scholarly journals A Case Study on School Innovation and Change

2020 ◽  
Vol 7 (4) ◽  
pp. 148-163
Author(s):  
Aneta Walker
Keyword(s):  
Student Achievement ◽  
School Culture ◽  
Student Learning ◽  
Learning Outcomes ◽  
Educational Change ◽  
Research Study ◽  
Achievement Tests ◽  
Student Learning Outcomes ◽  
Teacher Interviews

The implementation of the rigorous, complex Common Core State Standards (CCSS) has prompted schools to initiate change in traditional organizational structures.  The CCSS have required teachers to have a deeper understanding of subject matter and specialized content instruction to effectively teach the standards.  There is a vast amount of research on educational change as related to school improvement, however, this research analyzed how schools create a context for change to implement a new innovation and improve the learning environment.   The purpose of this research study was to evaluate the effectiveness of an innovative hybrid schedule in improving student learning outcomes and school culture.  This mixed-method research study used data generated by the Stages of Concern Questionnaire (SoCQ), AdvancEd®’s Stakeholder Feedback Survey, ACT Aspire® Student Achievement Tests, and  teacher interviews.  The conceptual framework of the case study was based on the five attributes of the PLCs identified through the work of Shirley M. Hord (2004) and Michael Fullan’s Educational Change Theory (2007).   The results of this study indicated the implemented innovation had a significant impact on school culture based on the two administrations of the AdvancEd®’s Stakeholder Feedback Survey.  Additionally, student learning outcomes measured by ACT Aspire® Reading and Mathematics Student Achievement Tests showed statistically significant improvements in both reading and math.  Lastly, the analysis of teacher interviews supported the findings in the quantitative data. 

scholarly journals Cognitive Skills, Student Achievement Tests, and Schools

2014 ◽  
Vol 25 (3) ◽  
pp. 736-744 ◽  
Author(s):  
Amy S. Finn ◽  
Matthew A. Kraft ◽  
Martin R. West ◽  
Julia A. Leonard ◽  
Crystal E. Bish ◽  
...  
Keyword(s):  
Student Achievement ◽  
Cognitive Skills ◽  
Achievement Tests
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