Modeling within‐year growth on the Mathematics Measure of Academic Progress

2021 ◽  
Author(s):  
Jaclin Boorse ◽  
Ethan R. Van Norman
Keyword(s):  
Academic Progress ◽  
Measure Of Academic Progress

scholarly journals Quantifying and Exploring Elementary School Excellence Gaps Across Schools and Time

2019 ◽  
Vol 30 (4) ◽  
pp. 383-415
Author(s):  
Karen E. Rambo-Hernandez ◽  
Scott J. Peters ◽  
Jonathan A. Plucker
Keyword(s):  
Academic Progress ◽  
Socioeconomic Disparities ◽  
Fifth Grade ◽  
Achievement Data ◽  
The Past ◽  
School Year ◽  
Higher Achieving Schools ◽  
And Mathematics ◽  
K 12 ◽  
Measure Of Academic Progress

Despite considerable reform activity surrounding K-12 education over the past 20 years, racial and socioeconomic disparities among students who achieve at advanced levels have received little attention. This study examined how excellence gaps, defined as differences in performance at the 90th percentile of subgroups, change over time and their potential antecedents. We analyzed Measure of Academic Progress achievement data in reading and mathematics from a cohort of approximately 60,000 students from third to fifth grade in 742 elementary schools. Multilevel modeling results indicate that Black/Hispanic and White/Asian excellence gaps were relatively stable in reading. However, excellence gaps in mathematics increased during the school year and across time, and higher achieving schools demonstrated larger excellence gaps than lower achieving schools.

scholarly journals Quantifying and Exploring Elementary School Excellence Gaps Across Schools and Time

2019 ◽  
Author(s):  
Karen Rambo-Hernandez ◽  
Scott J. Peters ◽  
Jonathan Plucker
Keyword(s):  
Elementary School ◽  
Academic Progress ◽  
Socioeconomic Disparities ◽  
Fifth Grade ◽  
Achievement Data ◽  
Higher Achieving Schools ◽  
And Mathematics ◽  
K 12 ◽  
Measure Of Academic Progress ◽  
Over Time

Despite considerable reform activity surrounding K-12 education over the last 20 years, racialand socioeconomic disparities among students who achieve at advanced levels have receivedlittle attention. This study examined how excellence gaps, defined as differences in performanceat the 90th percentile of subgroups, change over time and their potential antecedents. Weanalyzed Measure of Academic Progress achievement data in reading and mathematics from acohort of approximately 60,000 students from third to fifth grade in 742 elementary schools.Multilevel modeling results indicate Black/Hispanic and White/Asian excellence gaps wererelatively stable in reading. However, excellence gaps in mathematics increased during theschool year and across time, and higher achieving schools demonstrated larger excellence gapsthan lower achieving schools.

Generalizability Estimates of a Comprehension-Based Reading Screener: Examination of the Reliability of Monitoring Academic Progress--Reading

2011 ◽  
Author(s):  
Michael B. Hopkins ◽  
Angela Hilton-Prillhart ◽  
Sherry M. Bell ◽  
R. Steve Mccallum ◽  
Annajo Auerbach ◽  
...  
Keyword(s):  
Academic Progress

scholarly journals The profile of vulnerable students using the university psychosocial and medical care services

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
M Papadakaki ◽  
F Sarakatsianou ◽  
V Tsismeli ◽  
G Lapidakis ◽  
M Karapiperaki
Keyword(s):  
Higher Education ◽  
Family Income ◽  
Psychosocial Support ◽  
Academic Progress ◽  
Health Examination ◽  
The European Union ◽  
Psychosocial Needs ◽  
Development Education ◽  
Medical Unit ◽  
Set Up

Abstract Background Increasing the capacity of higher education institutes to address students' vulnerabilities has been deemed necessary due to the financial crisis. Multilevel interventions have thus been initiated at the Hellenic Mediterranean University of Crete, as part of a project co-financed by Greece and the European Union (European Social Fund-ESF) through the Operational Programme <<Human Resources Development, Education and Lifelong Learning 2014- 2020 >> (MIS 5045937). The project aims to offer support to students with low family income or a certified disability, monitor their bio-psychosocial needs, increase their accessibility to health and psychosocial care, and improve their academic outcomes. Methods As part of the project, a primary health care unit has been set up to offer medical and nursing care (medical unit) as well as psychosocial support (counseling centre) to students in need. An observatory has also been set up to monitor their health and psychosocial needs and their academic progress. Results A total of 228 eligible students used the services in the second half of 2019 (counseling centre 37; medical unit 191). Out of the 37 individuals who used the counseling centre, 30 (81.0%) were female and 16 (43.2%) were at the first 2 years of their studies. A total of 36 (97.3%) requested psychological support, 6 (16.2%) warranted social welfare services and 1 (2.7%) support for learning disabilities. As for the 191 individuals who used the medical services, 101 (52.8%) were male and 88 (46.0%) were at first 2 years of their studies. Most of them had a health examination to receive a health certificate (74.8%) followed by those who received emergency care (e.g. respiratory infection, allergic reaction, injury, etc), chronic disease management and medicine subscription, as well as vaccination. Conclusions Complex bio-psychosocial needs have been identified, recorded and analyzed to explain the academic progress of socially vulnerable students. Key messages The students’ journey through medical and counseling services is being mapped to offer important information for educational policy. Assessment and monitoring of students’ complex needs are important to achieve quality in higher education.

Academic Progress of Students Across Inclusive and Traditional Settings

2004 ◽  
Vol 42 (2) ◽  
pp. 136-144 ◽  
Author(s):  
Cassandra M. Cole ◽  
Nancy Waldron ◽  
Massoumeh Majd
Keyword(s):  
Academic Progress

Report of Annual Yearly Academic Progress

2013 ◽  
pp. 2564-2564
Author(s):  
Ariella Riva Ritvo ◽  
Fred R. Volkmar ◽  
Karen M. Lionello-Denolf ◽  
Trina D. Spencer ◽  
James Todd ◽  
...  
Keyword(s):  
Academic Progress

scholarly journals Experiences of first-generation scholars at a highly selective UK university

2021 ◽  
Vol 14 (2) ◽  
pp. 1-31
Author(s):  
Caitlin Hindle ◽  
Vikki Boliver ◽  
Ann Maclarnon ◽  
Cheryl McEwan ◽  
Bob Simpson ◽  
...  
Keyword(s):  
Higher Education ◽  
Social Capital ◽  
Sense Of Belonging ◽  
First Generation ◽  
Academic Progress ◽  
Social Activities ◽  
Academic Preparedness ◽  
University Culture ◽  
Elite University ◽  
The Uk

Targets set by the UK Office for Students require highly academically selective UK universities to enrol a greater percentage of students identified as least likely to participate in higher education. Such students are typically at a disadvantage in terms of levels of academic preparedness and economic, cultural and social capital. Drawing on eighteen interviews with first-generation students at Durham University, we identify five sites of pressure: developing a sense of belonging within the terms of an elite university culture, engagement in student social activities, financial worries, concerns about academic progress, and self-transformation. Based on these insights, we argue that support for first-generation scholars will require that universities recognise and redress elitist cultures that discourage applications from prospective first-generation scholars and prevent those who do enrol from having the best educational and all-round experience.

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