Impact Of Middle School Scheduling Structure On Student Achievement In Math And Science As Defined By Aeis Indicators On Selected Demographic Student Groups In Urban Texas Middle Schools PDF Download

Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Impact Of Middle School Scheduling Structure On Student Achievement In Math And Science As Defined By Aeis Indicators On Selected Demographic Student Groups In Urban Texas Middle Schools PDF full book. Access full book title Impact Of Middle School Scheduling Structure On Student Achievement In Math And Science As Defined By Aeis Indicators On Selected Demographic Student Groups In Urban Texas Middle Schools.

Impact of Middle School Scheduling Structure on Student Achievement in Math and Science, as Defined by AEIS Indicators, on Selected Demographic Student Groups in Urban Texas Middle Schools

Impact of Middle School Scheduling Structure on Student Achievement in Math and Science, as Defined by AEIS Indicators, on Selected Demographic Student Groups in Urban Texas Middle Schools
Author: Joseph Ryan Coburn
Publisher:
Total Pages:
Release: 2015
Genre:
ISBN:
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Middle school students in the United States are not performing as well as their international peers on standardized math and science exams, and in Texas middle school students' performance in math and science is not on par with other subjects. Additionally, the achievement gap between White and both African American and Hispanic students is greatest in math and science. The purpose of this study was to further extend the research on how the type of schedule used by a campus can improve learning outcomes for students in math and science. This quantitative analysis used MANOVA to examine how schedule structure influences math and science performance while factoring in teacher experience and minority student population, and a logistic regression explored the predictive value of schedule types on ratings under the Texas accountability system. Schools in the study came from Texas school districts with more than 50,000 total students. The first research question examined the influence of schedule type on math and science achievement school-wide when accounting for the factors of minority student population and teacher experience. There was a statistically significant interaction at the p

The Impact of Middle School Scheduling Practices of Adolescent Math Achievement in Louisiana Public School

The Impact of Middle School Scheduling Practices of Adolescent Math Achievement in Louisiana Public School
Author: Deborah Lynn Gegg
Publisher:
Total Pages: 0
Release: 2022
Genre: Mathematics
ISBN:
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Research on middle-level schools and student achievement revealed a drop in academic performance when students transitioned from elementary school to a traditional middle school. In the United States, the middle school years have historically seen a decline in student achievement following a transition from elementary school. According to the National Center for Education Statistics, the performance of United States eighth-grade students in mathematics continued to lag behind globally based on the 2015 Trends in International Mathematics and Science Study (U.S. Department of Education, 2017). Specifically, United States eighth graders were ranked 12th in mathematics, which was three notches down from eight years prior. Similarly, the Louisiana Department of Education (2018), found Louisiana students struggled in mathematics compared to other tested subjects. In addition, middle school student achievement in Louisiana revealed consistently lower performance in mathematics compared to the other content areas. The purpose of this study was to determine if a particular scheduling practice had a significant effect on overall student math performance in Louisiana public middle schools. The sample population for the study included 179 schools containing grades six, seven, and eight. An independent t-test was conducted with the data for each of six hypotheses to determine if there was a difference in the group mean proficiency and mastery scores on the mathematics portion of the 2018 state assessment in Louisiana public middle schools that implemented either a traditional or block schedule. Based on the results of the independent t-test of the sample population, sixth graders in block scheduled schools demonstrated significantly higher proficiency and mastery scores on the math portion of the Louisiana assessment in the spring of 2018. In addition, seventh graders in block scheduled schools demonstrated significantly higher mastery scores on the math portion of the Louisiana assessment in the spring of 2018. While not significant in all cases, the mean proficiency and mastery scores for sixth, seventh, and eighth-grade math on the Louisiana assessment in 2018 were higher in the sample schools utilizing block scheduling. Recommendations from the study include using the schedule as only one factor for a school improvement effort.

Scheduling Strategies for Middle Schools

Scheduling Strategies for Middle Schools
Author: Michael D. Rettig
Publisher: Routledge
Total Pages: 269
Release: 2013-10-30
Genre: Education
ISBN: 1317921763
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With over 150 sample schedules, this book shows how scheduling strategies can enhance your school's capacity to offer exploratory courses, interdisciplinary teaching teams, teacher-based guidance programs, and other programs and practices which are responsive to the needs of early adolescents.

Making Creative Schedules Work in Middle and High Schools

Making Creative Schedules Work in Middle and High Schools
Author: Elliot Y. Merenbloom
Publisher: Corwin Press
Total Pages: 209
Release: 2006-12-28
Genre: Education
ISBN: 148336397X
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This practical, user-friendly resource provides a step-by-step process for restructuring blocks of learning time to improve student-teacher relationships and promote more positive learning experiences.

The Utilization of Time and Its Impact on Student Achievement, Behavior, and Attendance in Middle Schools in a Select Suburban Chicago School District

The Utilization of Time and Its Impact on Student Achievement, Behavior, and Attendance in Middle Schools in a Select Suburban Chicago School District
Author: Daniel C. Thorse
Publisher:
Total Pages: 126
Release: 2013
Genre: Aurora University
ISBN:
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"This quantitative sudy analyzed the effectiveness of time utilization within a hybrid-block middle school scheduling program. The study provided an analysis of reading and mathematics student achievement data, with a further analysis of ethnicity, behavior data and attendance data. The purpose of the data analysis was to determine if utilizing a hybrid-block middle school shedule, as opposed to a traditional schedule, statistically impacted student achievement in the areas of reading and mathematics, behavior, and attendance."--Abstract.

The Impact of Scheduling Changes on Student Achievement at Gunning Bedford Middle School

The Impact of Scheduling Changes on Student Achievement at Gunning Bedford Middle School
Author: D. Dusty Blakey
Publisher:
Total Pages: 106
Release: 2010
Genre: Academic achievement
ISBN: 9781124240589
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Gunning Bedford Middle School is one of the largest middle schools in the State of Delaware. Demographically, its students are very diverse. In the past five years, the student population trend has changed as the area has grown. Like many schools in Delaware and around the nation, Gunning Bedford has a gap in the achievement of its students. Recognizing this, Colonial School District Superintendent, George Meney, directed Gunning Bedford administrators to change the daily academic schedule to add instructional minutes to its courses. This project will look at the impact of the building-wide scheduling changes on student achievement and closing the achievement gap. This project will be presented in three chapters. Chapter one describes the implementation process used by the Gunning Bedford administration to achieve the modifications to the middle school schedule and sixth grade team configurations. Chapter two will detail the available student academic achievement data following the implementation of the scheduling changes and compare it with achievement data from the previous school year. Additionally, teacher survey results will be analyzed to evaluate the impact of teacher efficacy and empowerment on student achievement. Chapter three will focus on recommendations determined by the data and teacher survey results. The student achievement and teacher survey data will be used to create a series of recommendations to be implemented to continue progress towards to resolving the stated problem of closing the student achievement gap at Gunning Bedford. [The dissertation citations contained here are published with the permission of ProQuest llc. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.].

The Influence of Building Configuration on Academic Achievement, Attendance, and Demographic Variables in Selected Midwestern School Districts

The Influence of Building Configuration on Academic Achievement, Attendance, and Demographic Variables in Selected Midwestern School Districts
Author: Catherine A. MacArthur
Publisher:
Total Pages: 116
Release: 2016
Genre:
ISBN:
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This study examined the influence of building configuration on the academic achievement and attendance of students who were considered chronically absent. A longitudinal nonequivalent groups research design was used to test the study’s six hypotheses. Data were collected from over 10,000 students within 38 K-8 schools and 40 6-8 middle schools in 24 urban school districts. These districts belonged to the Middle Cities Education Association (MCEA) in a Midwestern state. Student achievement data were collected from this state’s Department of Education’s Center for Educational Performance and Information (CEPI) database that focused specifically on 6th (2009) and 8th-grade (2011) achievement and attendance results. Data were analyzed using an independent samples t-test to measure the differences in mean scores of the two groups, and a one-way analysis of covariance (ANCOVA) to determine the intervening effects of the covariates on various demographic characteristics. Findings in this study indicate that there were no significant improvements in mathematics, reading, and chronically absent attendance rates for students who attended K-8 configured schools as compared to their corresponding peers attending 6-8 middle schools. This held true when adjusting for race, gender, Free and/or Reduced Lunch status, and students with disabilities. This study helps fill a void in the current body of literature by examining the influence of grade configuration (i.e., K-8 schools versus traditional 6-8 middle schools) on student achievement and attendance, and whether selected demographic variables (e.g., race, gender, Free and/or Reduced Lunch status, and students with disabilities) had an influence on these differences. The study concludes with several recommendations for further study.

Creative Scheduling for Diverse Populations in Middle and High School

Creative Scheduling for Diverse Populations in Middle and High School
Author: Elliot Y. Merenbloom
Publisher: Corwin Press
Total Pages: 233
Release: 2012-11-02
Genre: Education
ISBN: 1412995256
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Diverse needs, streamlined schedule—find out how with this all-in-one resource! How can each school day be inclusive for all learners, while making the most of limited time and resources? Help has arrived with this latest book from school-scheduling gurus Elliot Merenbloom and Barbara Kalina. You'll find: Best practices for program-specific scheduling, including RTI, credit recovery, special education, second language learning, career-technical education, work-study, Advanced Placement, and International Baccalaureate Guidance on scheduling that supports small learning communities, teacher collaboration, and other activities crucial to meeting diverse learning needs User-friendly templates and a professional development Q&A for every chapter

Implications for School Leaders of the Impact of Math, Science, and Technology Magnet Programs on Middle School Student Achievement

Implications for School Leaders of the Impact of Math, Science, and Technology Magnet Programs on Middle School Student Achievement
Author: Lupita Hinojosa
Publisher:
Total Pages:
Release: 2012
Genre: Educational leadership
ISBN:
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Although many national studies have been conducted on the effectiveness of magnet programs, there is limited research involving math, science, and technology magnet schools and their influence on student academic performance, especially at the middle school level. The purpose of this study was to determine whether a statistical difference existed between those students' academic achievement who participated in math, science, and technology magnet programs in middle school and those who did not. Specifically, this study explored possible differences of students' academic achievement in math and science as measured by the state achievement test as a function of participation in a math, science, and technology magnet program and non-magnet program for the full three years of middle school (i.e., sixth- through eighth-grade). In addition, this study examined if ethnicity, socioeconomic, and/or gender have a moderating effect on math and/or science achievement. This study was conducted in a large urban school district in Texas. The test scores of a total of 1,551 eighth grade students who had participated in math, science, and technology magnet programs and non-magnet programs for the full three years of middle schools were analyzed. To measure student achievement, the math and science Texas Assessment of Knowledge and Skills (TAKS) exams were examined. In general, the students who participated in the magnet programs had higher math and science achievement as measured by the TAKS exams. There are several conclusions and recommendations as a result of this research. In general, it is recommended that district leaders must carefully analyze and place great emphasis upon the following areas: (a) the financial cost of adequately funding a magnet program; (b) the accountability standards; and (c) the ultimate goal of magnet programs. This research has demonstrated in a general framework that magnet programs do produce higher achieving students. Therefore, appropriate, immediate, and necessary steps must be taken to ensure equity in access to high quality magnet programs for all students.