scholarly journals Differences Between Schools of Choice and Traditional Comprehensive Schools in Their Grade 9 Academic Performance

2021 ◽  
Vol 2 (1) ◽  
pp. 1-15
Author(s):  
Divina Browne ◽  
John R Slate
Keyword(s):  
School Districts ◽  
School Choice ◽  
Conclusive Evidence ◽  
South Texas ◽  
Schools Of Choice ◽  
School Year ◽  
Passing Rates ◽  
Significant Difference ◽  
And Algebra ◽  
Not At Risk

This study was conducted to determine the differences between schools of choice and traditional comprehensive high schools in terms of their Grade 9 State of Texas Assessments of Academic Readiness (STAAR) End-of-Course (EOC) exams in Biology, English 1, and Algebra 1 during the 2017-2018 school year. Inferential statistical analyses revealed the presence of a statistically significant difference between the two types of schools on their EOC exam passing rates in all three content areas for students who were not at-risk and for students who were not in poverty. In contrast, statistically significant differences were not revealed between the two types of schools in terms of the EOC exam passing rates of their CATE and Non-CATE students. Knowing that students who have choice appear to perform better academically, policymakers are encouraged to study the feasibility of channeling more funding to help school districts expand their school choice programs to (a) motivate more students to find the school that fit their needs and their future college and career aspirations, and (b) to solicit more support from parents and community businesses to invest in their communities to improve schools through taxes.  Given that the data for this research were gathered for only 16 school districts in South Texas, researchers are encouraged to conduct a study that will involve all school districts in the whole state and possibly the whole nation to reach more conclusive evidence on the differences between schools of choice and neighborhood schools.

Students with Disabilities and School Choice

2019 ◽  
Author(s):  
Robert Garda ◽  
Wendy Hensel ◽  
Paul O’Neill
Keyword(s):  
United States ◽  
School Districts ◽  
School Choice ◽  
Charter Schools ◽  
Students With Disabilities ◽  
The United States ◽  
Section 504 ◽  
Education Reforms ◽  
Schools Of Choice ◽  
Legal Challenges

School choice is one of the primary education reforms currently sweeping the United States. School choice systems create unique challenges for students with disabilities and schools of choice in serving such students. While there are a variety of school choice systems, this chapter focuses on three types of school choice models—charter schools, portfolio school districts, and voucher programs—and the unique policy and legal challenges they present for students with disabilities. Specifically, this chapter examines the interplay of these school choice reforms with the United States laws regarding students with disabilities: the Individuals with Education in Disabilities Act (IDEA), Section 504 of the Rehabilitation Act (Section 504), and Title II of the Americans with Disabilities Act (ADA). The challenges, barriers and problems are examined and solutions are proposed that consider both the laws regarding students with disabilities and the structures of the choice programs.

PENGARUH MODEL PEMBELAJARAN PROBING PROMPTING BERBANTUAN MULTIMEDIA TERHADAP HASIL BELAJAR IPA

2018 ◽  
Vol 2 (3) ◽  
pp. 336
Author(s):  
Ni Pt Rasni Karwati ◽  
Km Ngurah Wiyasa ◽  
I Kt Ardana
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Science Learning ◽  
Learning Model ◽  
Test Method ◽  
Fifth Grade ◽  
Control Group ◽  
Fifth Grade Students ◽  
School Year ◽  
Significant Difference

This research aims to determine the significance of the difference in science learning results between the group of fifth-grade students in Gugus I Elementary Schools, North Kuta District, in the school year of 2017/2018, that take lessons with the multimedia-assisted probing-prompting learning model and the group of students that take lessons with the conventional learning. The design of this research is a quasi-experimental research with the nonequivalent control group design. The population of this research are all the fifth-grade students of Gugus I Elementary Schools in North Kuta District that still implement the KTSP, which consists of 10 classes with a total of 339 students. The sampling is conducted using the random sampling technique. The sample in this research are the students of class VB in SD (Elementary School) No.7 Dalung, with 36 students as the experiment group and the students of class VB in SD No.4 Dalung with 28 students as the control group. The data collection is conducted using the test method in the form of the multiple choice objective test. The science learning results are analyzed using the t-test. Based on the average the experiment groups =80,89 > the control group =72,85, which means that the multimedia-assisted probing-prompting learning model has an influence on the science learning result. Based on the hypothesis test, tvalues =4,517> ttable =2,000, with dk=62 and a significance level of 5%. Based on the test criteria, H0 is rejected and Ha is accepted. Thus, it can be interpreted there is a significant difference the science learning result between the group of students that were taught using the multimedia-assisted probing-prompting learning model and the students that were taught using the conventional learning. It can be concluded that the the multimedia-assisted probing-prompting learning model has an influence on the science learning result of the fifth-grade students in Gugus I Elementary School, North Kuta District, in the school year of 2017/2018. Keywords : probing prompting, multimedia, science learning result

scholarly journals Transitional Cell Carcinomas of the Urinary Tract in a Colony of Beagle Dogs

1989 ◽  
Vol 26 (6) ◽  
pp. 455-461 ◽  
Author(s):  
K. J. Nikula ◽  
S. A. Benjamin ◽  
G. M. Angleton ◽  
A. C. Lee
Keyword(s):  
Urinary Tract ◽  
Transitional Cell ◽  
Clinical Signs ◽  
Conclusive Evidence ◽  
Whole Body ◽  
Beagle Dogs ◽  
Long Term Effects ◽  
Significant Difference ◽  
Microscopic Features

Gross and light microscopic features of transitional cell carcinomas (TCC) of the urinary tract were examined in Beagle dogs used for the study of the long-term effects of low-dose, whole-body, 60Co gamma radiation. Thirty-eight cases of TCC occurred among 990 dogs that were from 0 to 14 years of age. There was no conclusive evidence of a radiation effect. The 38 TCC were equally divided between male and female dogs, but there was a significant difference in the sex distribution of urethra-origin TCC. Eleven males had a primary urethral TCC compared to only two females. There was no significant difference between the urethra-origin and bladder-origin TCCs in the number of tumors that caused clinical signs, metastasized, or that contributed to the death of the dog. All cases of urethral TCC in male dogs occurred in the prostatic urethra. The majority of these cases were not recognized to be neoplasms at gross necropsy, but microscopic examination revealed the TCC. Our findings differ from previous reports stating that TCC occurs more frequently in female than male dogs, and they especially differ from reports claiming that urethra-origin TCC is predominately a disease of female dogs.

scholarly journals Financial Attitude and Management of Public School Teachers in Tanjay City

2020 ◽  
Vol 3 (2) ◽  
pp. 11-12
Author(s):  
Benjamin S. Villagonzalo, Jr. ◽  
Rizalie N.E. Mibato
Keyword(s):  
Elementary School Teachers ◽  
Financial Literacy ◽  
Financial Management ◽  
Role Models ◽  
Public School Teachers ◽  
Monthly Income ◽  
School Teachers ◽  
School Year ◽  
Significant Difference ◽  
Civil Status

Teachers are influential individuals in the society.  They can positively influence various aspects of people's lives.  If financially learned, they can become role models for students and help develop a financially responsible family.  Thus, teachers are key contributors to the development of society.  This study aimed to assess the degree of financial attitude and the level of financial management of public elementary school teachers in Tanjay City, Negros Oriental during the School Year 2019-2020 as a whole and when grouped according to age, sex, civil status, educational attainment, family monthly income, and location of residence. It also sought to establish if there is a significant difference in the degree of their financial attitude and their level of financial management when they are grouped according to the variables.  It also determined if a significant relationship exists between financial attitude and financial management.  Findings were used for a financial literacy program that seeks to improve the financial attitude and financial management of the said teachers. 

scholarly journals Use of Blended Learning in Teaching Islamic History: The Case of the 8th Grade of Sukma Bangsa School in Aceh

2018 ◽  
Vol 2 (1) ◽  
pp. 93-119
Author(s):  
Adhi Lesmana ◽  
Basiran Basiran
Keyword(s):  
Blended Learning ◽  
Quantitative Methods ◽  
Learning Method ◽  
Islamic History ◽  
First Semester ◽  
Average Value ◽  
School Year ◽  
Significant Difference ◽  
8Th Grade ◽  
Post Test

The article is intended to introduce blended learning methods at Sukma Bangsa School, Aceh. The purpose of this study is to demonstrate the effectiveness of blended learning method specifically in the study of Islamic history, which is one of the main topics in religion education lessons in the 8th grade at the three different locations of Sukma Bangsa School. The study uses quantitative methods and was carried out during the first semester of the school year 2015 -2016 in the three locations of Sukma Bangsa School. Research data was obtained through the pre-test and the post-test that were conducted at the beginning of the research and the end of the research. The total number of students in this study was 142 students: 57 students from Bireuen, 34 students from Pidie, and 51 students from Lhokseumawe. The results of the study at the three different locations of Sukma Bangsa School show that although there was an increase in the average value and standard deviation, the statistics do not show a significant difference between the achievement of students in the blended learning method and in the face-to-face method. Therefore, an understanding of context by the teachers in the use of blended learning is needed to improve students’ achievement results.[Artikel ini dimaksudkan untuk lebih mengenalkan metode pengajaraan blended learning di Sekolah Sukma Bangsa, Aceh. Tujuan dari penelitian ini adalah untuk menunjukkan adakah keefektifan metode blended learning secara khusus di materi Sejarah Islam yang merupakan salah satu topik utama dalam pelajaran pendidikan agama di kelas 8 di tiga lokasi Sekolah Sukma Bangsa.  Studi ini menggunakan metode kuantitatif dan dilakukan di Sekolah Sukma Bangsa Bireuen, Pidie, dan Lhokseumawe pada semester ganjil tahun pelajaran 2015-2016. Data dalam penelitian ini diperoleh melalui hasil pre-test dan post-test yang dilakukan di awal sebelum penelitian dan menjelang akhir penelitian. Total siswa yang mengikuti penelitian ini sebanyak 142 siswa dengan rincian 57 siswa di Sukma Bangsa Bireuen, 34 siswa di Sukma Bangsa Pidie, dan 51 siswa di Sukma Bangsa Lhokseumawe. Hasil studi di tiga lokasi Sekolah Sukma Bangsa menunjukkan bahwa meskipun ada peningkatan nilai rata-rata dan standard deviasi namun secara statistik tidak menunjukkan perbedaan yang significant antara hasil pencapaian siswa di metode blended learning dan di metode tatap muka. Oleh karena itu pemahaman guru secara kontekstual dalam penggunaan blended learning sangat dibutuhkan untuk meningkatkan hasil pencapaian siswa.]

scholarly journals A Study on the Optimization of High School Buildings for Evacuation Safety: Classroom Layout and Ramps in Korea

2021 ◽  
Vol 12 (5) ◽  
pp. 358-368
Author(s):  
Chang-Jun Choi, Ha-Sung Kong
Keyword(s):  
High School ◽  
Grade Level ◽  
School Buildings ◽  
Layout Analysis ◽  
The Third ◽  
School Year ◽  
Significant Difference ◽  
Left And Right ◽  
Evacuation Safety ◽  
The Right

This study used the Pathfinder program to evaluate evacuation safety by assuming evacuation training in high school buildings and changing classroom layout. Analysis of the final evacuation requirements for Scenario 2, which currently has a concentration of classrooms on the third floor of the building, showed that Scenario 2 reduced 29.6 seconds to 173.9 seconds compared to Scenario 1's 203.5 seconds. However, the analysis of Scenario 3, in which 10 classrooms and personnel of three grades were placed equally on the left and right sides of the building, showed that the final evacuation requirements were reduced 3.9 seconds to 170.0 seconds compared to Scenario 2, but there was no significant difference. Scenario 3, which has more the efficiency of school year operation by placing classroom layout on the same floor by grade level than Scenario 2, in which more classrooms and students were placed downstairs. In each scenario, an analysis of the final evacuation requirements showed that the evacuation exit T1 on the left side of the building was 28 seconds or more shorter than T3 on the right side of the building. Therefore, it was analyzed that proper classroom layout and ramp facilities in high school buildings ensure evacuation safety

scholarly journals Use of Blended Learning in Teaching Islamic History: The Case of the 8th Grade of Sukma Bangsa School in Aceh

2018 ◽  
Vol 2 (1) ◽  
pp. 93-119
Author(s):  
Adhi Lesmana ◽  
Basiran Basiran
Keyword(s):  
Blended Learning ◽  
Quantitative Methods ◽  
Learning Method ◽  
Islamic History ◽  
First Semester ◽  
Average Value ◽  
School Year ◽  
Significant Difference ◽  
8Th Grade ◽  
Post Test

The article is intended to introduce blended learning methods at Sukma Bangsa School, Aceh. The purpose of this study is to demonstrate the effectiveness of blended learning method specifically in the study of Islamic history, which is one of the main topics in religion education lessons in the 8th grade at the three different locations of Sukma Bangsa School. The study uses quantitative methods and was carried out during the first semester of the school year 2015 -2016 in the three locations of Sukma Bangsa School. Research data was obtained through the pre-test and the post-test that were conducted at the beginning of the research and the end of the research. The total number of students in this study was 142 students: 57 students from Bireuen, 34 students from Pidie, and 51 students from Lhokseumawe. The results of the study at the three different locations of Sukma Bangsa School show that although there was an increase in the average value and standard deviation, the statistics do not show a significant difference between the achievement of students in the blended learning method and in the face-to-face method. Therefore, an understanding of context by the teachers in the use of blended learning is needed to improve students’ achievement results.[Artikel ini dimaksudkan untuk lebih mengenalkan metode pengajaraan blended learning di Sekolah Sukma Bangsa, Aceh. Tujuan dari penelitian ini adalah untuk menunjukkan adakah keefektifan metode blended learning secara khusus di materi Sejarah Islam yang merupakan salah satu topik utama dalam pelajaran pendidikan agama di kelas 8 di tiga lokasi Sekolah Sukma Bangsa.  Studi ini menggunakan metode kuantitatif dan dilakukan di Sekolah Sukma Bangsa Bireuen, Pidie, dan Lhokseumawe pada semester ganjil tahun pelajaran 2015-2016. Data dalam penelitian ini diperoleh melalui hasil pre-test dan post-test yang dilakukan di awal sebelum penelitian dan menjelang akhir penelitian. Total siswa yang mengikuti penelitian ini sebanyak 142 siswa dengan rincian 57 siswa di Sukma Bangsa Bireuen, 34 siswa di Sukma Bangsa Pidie, dan 51 siswa di Sukma Bangsa Lhokseumawe. Hasil studi di tiga lokasi Sekolah Sukma Bangsa menunjukkan bahwa meskipun ada peningkatan nilai rata-rata dan standard deviasi namun secara statistik tidak menunjukkan perbedaan yang significant antara hasil pencapaian siswa di metode blended learning dan di metode tatap muka. Oleh karena itu pemahaman guru secara kontekstual dalam penggunaan blended learning sangat dibutuhkan untuk meningkatkan hasil pencapaian siswa.]

School Desegregation and Resegregation in the Upper South: An Introduction and Overview

2021 ◽  
pp. 000276422110332
Author(s):  
Toby L. Parcel ◽  
Roslyn A. Mickelson
Keyword(s):  
School Districts ◽  
School Choice ◽  
School Desegregation ◽  
Board Of Education ◽  
The Social ◽  
Political Forces ◽  
Similarities And Differences ◽  
Upper South ◽  
Opinion Polls

Despite strong progress toward school desegregation in the late 20th century, many locations in the Upper South have recently experienced school resegregation. The articles in this issue investigate similarities and differences across this region in attitudes underlying these developments. Individual papers treat factors including resident location within and across school districts, as well as the role of school choice. Papers also advocate for combining the results of case studies and opinion polls in elucidating these dynamics. The issue concludes with a look forward regarding the social and political forces that will contribute to whether or not the Supreme Court’s mandate, based on Brown v. Board of Education, will be realized by its 100th anniversary in 2054.

Introduction: The Desegregation Dilemma

1995 ◽  
Author(s):  
David J. Armor
Keyword(s):  
School Districts ◽  
School Choice ◽  
Civil Rights ◽  
Civil Rights Movement ◽  
Federal Courts ◽  
State Court ◽  
Social Scientists ◽  
State Constitutions ◽  
Current Events ◽  
The City

Despite nearly four decades of controversy and debate over school segregation, the desegregation dilemma is still largely unresolved. The “busing” problem has received less national attention in recent years, and there are no riots, bus burnings, and school boycotts, as witnessed in earlier decades. Yet current events reveal the depth of a dilemma that has divided educators, parents, jurists, social scientists, and many other groups since the beginning of the civil rights movement. Indicators of the current desegregation dilemma are numerous. Hundreds of school districts throughout the country still impose busing for desegregation purposes, many under court orders that are now more than twenty years old. Although the types of desegregation plans have evolved to some extent, with increased emphasis on school choice, many plans still compel children to attend schools that their parents would not choose, solely for the purpose of racial “balance.” Further, after a period of quiescence, school desegregation was again the subject of several major Supreme Court decisions in 1991 and 1992. The decisions affected the length of time and the conditions under which a school district has to maintain a court-ordered busing plan. Although these decisions dispelled a common misconception that school systems have to maintain desegregation plans “in perpetuity,” it is still unclear how many school districts can or will end their busing plans. Finally, new desegregation litigation and controversies continue to surface. In 1989 a lawsuit was initiated in a Connecticut state court by the National Association for the Advancement of Colored People (NAACP) to compel desegregation between the city of Hartford and its suburban districts. A similar city suburbs desegregation strategy failed in the federal courts, but the Hartford lawsuit seeks to build on the success of school equal-finance cases under state constitutions. In 1991 the school board of La Crosse, Wisconsin, adopted a busing plan to equalize economic (rather than race) differences among schools. Reminiscent of the busing controversies of the 1970s, all board members who supported the busing plan were voted out of office in a regular and a recall election, reflecting the widespread community opposition to busing for the purpose of achieving socioeconomic balance in schools.

Verbal and Nonverbal Abilities in English First and Second Language Children

1978 ◽  
Vol 42 (1) ◽  
pp. 191-197
Author(s):  
Donna White ◽  
Brenda Panunto
Keyword(s):  
Second Language ◽  
Socioeconomic Level ◽  
Vocabulary Test ◽  
Peabody Picture Vocabulary ◽  
Alternate Form ◽  
School Year ◽  
Language Groups ◽  
Significant Difference ◽  
Nonverbal Skills ◽  
Italian Children

This study examined verbal and nonverbal abilities in Italian children for whom English is a second language and monolingual English controls. Subjects were 64 of the two-language children and 33 monolingual children attending English kindergarten in middle class areas. In November the Peabody Picture Vocabulary Test was administered, and in May of the same school year, the alternate form of the Peabody and the Raven Colored Progressive Matrices were administered. The two-language children performed significantly more poorly on the picture vocabulary test in November and May than controls. However, they did improve Peabody scores significantly between November and May. There was no significant difference between the two-language groups on the Raven Matrices. When socioeconomic level is controlled, a relatively culture-free test is selected, and these two-language children are culturally assimilated, deficiencies in nonverbal skills may not be found.

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