Science Instructional Time Is Declining in Elementary Schools: What Are the Implications for Student Achievement and Closing the Gap?

2013 ◽  
Vol 97 (6) ◽  
pp. 830-847 ◽  
Author(s):  
ROLF K. BLANK
Keyword(s):  
Student Achievement ◽  
Elementary Schools ◽  
Instructional Time ◽  
Closing The Gap

A Systems Approach to Effectiveness in Catholic Elementary Schools: A Replication and Extension

2011 ◽  
Vol 21 (6) ◽  
pp. 789-818 ◽  
Author(s):  
Roxanne M. Mitchell ◽  
C. John Tarter
Keyword(s):  
Student Achievement ◽  
Elementary Schools ◽  
School Performance ◽  
School Effectiveness ◽  
Systems Approach ◽  
Open Systems ◽  
School Outcomes ◽  
Regression Analyses ◽  
Individual Culture ◽  
Systems Model

This study replicated an earlier study conducted by Tarter and Hoy (2004) in which an open systems model was used to test a series of hypotheses that explained elements of school performance. Four internal system elements (structure, individual, culture, and politics) of the school were used to explain two sets of school outcomes (student achievement and teachers’ assessment of overall school effectiveness) in a sample of 110 Catholic elementary schools in one Northeastern city. Correlational and multiple regression analyses were used to test the relationships. The results of this study further confirmed the usefulness of this model in understanding the factors that contribute to quality in elementary schools.

Cumulative instructional time and student achievement

2018 ◽  
Vol 27 (1) ◽  
pp. 20-34 ◽  
Author(s):  
Philipp Mandel ◽  
Bernd Süssmuth ◽  
Marco Sunder
Keyword(s):  
Student Achievement ◽  
Instructional Time

scholarly journals Principalship Socialization in Charter Schools

2019 ◽  
Vol 29 (1) ◽  
pp. 3-24
Author(s):  
Marytza A. Gawlik
Keyword(s):  
Student Achievement ◽  
Elementary Schools ◽  
Public Schools ◽  
Charter Schools ◽  
Future Research ◽  
Analytic Framework ◽  
Stepping Stone ◽  
School Year ◽  
Traditional Public Schools ◽  
Building Level

This study explores the ways in which charter schools manage principalship socialization of individuals as they move into principalship roles. The topic is important in the context of increasing concerns about the need for quality educational principalship and the pressure charter schools face to demonstrate higher levels of student achievement than traditional public schools. Data were collected from three charter elementary schools in Florida during the 2012–2013 school year. The results reveal variation among the schools with respect to preparation for principalship transitions and subsequent socialization. This study provides a conceptual/analytic framework that can serve as a foundation for future research, which should (1) highlight the practices associated with using socialization as a stepping stone to building-level principalship and (2) compare network-based and stand-alone charter schools with respect to principalship development.

Using Covariates to Improve Precision for Studies That Randomize Schools to Evaluate Educational Interventions

2007 ◽  
Vol 29 (1) ◽  
pp. 30-59 ◽  
Author(s):  
Howard S. Bloom ◽  
Lashawn Richburg-Hayes ◽  
Alison Rebeck Black
Keyword(s):  
Student Achievement ◽  
Elementary Schools ◽  
High Schools ◽  
School Districts ◽  
Middle Schools ◽  
Past Research ◽  
Educational Interventions ◽  
Urban School Districts ◽  
School Level ◽  
Baseline Covariates

This article examines how controlling statistically for baseline covariates, especially pretests, improves the precision of studies that randomize schools to measure the impacts of educational interventions on student achievement. Empirical findings from five urban school districts indicate that (1) pretests can reduce the number of randomized schools needed for a given level of precision to about half of what would be needed otherwise for elementary schools, one fifth for middle schools, and one tenth for high schools, and (2) school-level pretests are as effective in this regard as student-level pretests. Furthermore, the precision-enhancing power of pretests (3) declines only slightly as the number of years between the pretest and posttests increases; (4) improves only slightly with pretests for more than 1 baseline year; and (5) is substantial, even when the pretest differs from the posttest. The article compares these findings with past research and presents an approach for quantifying their uncertainty.

Does increasing instructional time lead to higher student achievement? Evidence from India

2012 ◽  
Vol 1 (3) ◽  
pp. 208-221 ◽  
Author(s):  
Froagh Ahmed Jami ◽  
Lisa Burton ◽  
David W. Chapman
Keyword(s):  
Student Achievement ◽  
Instructional Time ◽  
Time Lead
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