scholarly journals Heavy Air Pollution May Lower Cognitive Test Scores

Eos ◽  
2018 ◽  
Vol 99 ◽  
Author(s):  
Kimberly Cartier
Keyword(s):  
Air Pollution ◽  
Air Quality ◽  
Test Scores ◽  
Cognitive Test ◽  
Elderly Populations ◽  
Math Test ◽  
Math Test Scores

A new study found that verbal and math test scores in China dropped with reduced air quality. The effects were especially pronounced for men and elderly populations.

scholarly journals Impact of Contextual Predictors on Value-Added Teacher Effectiveness Estimates

2020 ◽  
Vol 10 (12) ◽  
pp. 390
Author(s):  
Ismail Aslantas
Keyword(s):  
Teacher Effectiveness ◽  
Test Scores ◽  
Value Added ◽  
School Characteristics ◽  
School Life ◽  
Student Academic Performance ◽  
Value Added Models ◽  
Math Test ◽  
Math Test Scores ◽  
The Relationship

It is widely believed that the teacher is one of the most important factors influencing a student’s success at school. In many countries, teachers’ salaries and promotion prospects are determined by their students’ performance. Value-added models (VAMs) are increasingly used to measure teacher effectiveness to reward or penalize teachers. The aim of this paper is to examine the relationship between teacher effectiveness and student academic performance, controlling for other contextual factors, such as student and school characteristics. The data are based on 7543 Grade 8 students matched with 230 teachers from one province in Turkey. To test how much progress in student academic achievement can be attributed to a teacher, a series of regression analyses were run including contextual predictors at the student, school and teacher/classroom level. The results show that approximately half of the differences in students’ math test scores can be explained by their prior attainment alone (47%). Other factors, such as teacher and school characteristics explain very little the variance in students’ test scores once the prior attainment is taken into account. This suggests that teachers add little to students’ later performance. The implication, therefore, is that any intervention to improve students’ achievement should be introduced much earlier in their school life. However, this does not mean that teachers are not important. Teachers are key to schools and student learning, even if they are not differentially effective from each other in the local (or any) school system. Therefore, systems that attempt to differentiate “effective” from “ineffective” teachers may not be fair to some teachers.

Con Cariño: Teacher Caring, Math Self-Efficacy, and Math Achievement among Hispanic English Learners

2012 ◽  
Vol 114 (7) ◽  
pp. 1-42 ◽  
Author(s):  
James L. Lewis ◽  
Robert K. Ream ◽  
Kathleen M. Bocian ◽  
Richard A. Cardullo ◽  
Kimberly A. Hammond ◽  
...  
Keyword(s):  
English Learners ◽  
Test Scores ◽  
Self Efficacy ◽  
Math Achievement ◽  
Moderated Mediation ◽  
Elementary Student ◽  
Teacher Caring ◽  
Caring Teachers ◽  
Math Test ◽  
Math Test Scores

Background/Context How do we account for the persistence of below-average math test score performance among California Hispanics who are fluent in English, as well as Spanish-dominant English learners? Recent studies have attributed the problem to an overly rigid focus on “what works” in curriculum and fluency in English to the veritable neglect of the social components of teaching and learning—particularly caring. Purpose/Objective/Research Question/Focus of Study We investigated Hispanic elementary student perceptions of teacher caring in relation to their math self-efficacy and math test performance, and we specify the sequence of the relationship: Caring teachers bolster student self-efficacy in math, which in turn bolsters math test scores. Moreover, we sought to examine whether the meditational relationships among the variables were moderated by English language proficiency. Research Design Our correlational/comparative analyses were based on longitudinal data for 1,456 Hispanic students nested in 84 fifth- or sixth-grade classrooms in the spring of 2007. Students were either fluent English speakers (EFs, n = 799) or English learners (ELs, n = 657). We secured student self-report measures of teacher caring and math self-efficacy using the Student Motivation Questionnaire, and scores from the California Standards Test for Mathematics served as the primary dependent variable. While controlling for background variables, prior math achievement, and prior math self-efficacy where appropriate, we employed a well-known framework and a series of multilevel regression models to examine our hypothesis of moderated mediation. Conclusions/Recommendations For all study participants, caring teachers bolstered can-do attitudes in math, which in turn positively impacted math test scores. We identified two principal differences, however, in support of our hypothesis of moderated mediation that indicate that the total effect of teacher caring is larger among ELs. First, the magnitude of the direct link between teacher caring and math self-efficacy was more pronounced among ELs. Second, teacher caring was only partially mediated by math self-efficacy for ELs, whereas for EFs, the positive influence of teacher caring on math scores was completely mediated by math self-efficacy. Several issues come to light when the literature on how communication across cultural and language barriers impacts perceptions of caring is examined concurrently with our findings. Among them is the deemphasis of bilingual ability in California's recent mandate for more authorizations to teach ELs, which may create a barrier to fostering caring teacher–student and teacher–parent relations for Hispanic EFs and especially Hispanic ELs, whose math achievement would otherwise stand to gain.

scholarly journals The Math Gender Gap: The Role of Culture

2016 ◽  
Vol 106 (5) ◽  
pp. 257-261 ◽  
Author(s):  
Natalia Nollenberger ◽  
Núria Rodríguez-Planas ◽  
Almudena Sevilla
Keyword(s):  
Host Country ◽  
Gender Gap ◽  
Test Scores ◽  
Second Generation ◽  
Cultural Beliefs ◽  
Related Factors ◽  
Second Generation Immigrants ◽  
Math Test ◽  
Math Test Scores

This paper investigates the effect of gender-related culture on the math gender gap by analysing math test scores of second-generation immigrants, who are all exposed to a common set of host country laws and institutions. We find that immigrant girls whose parents come from more gender-equal countries perform better (relative to similar boys) than immigrant girls whose parents come from less gender-equal countries, suggesting an important role of cultural beliefs on the role of women in society on the math gender gap. The transmission of cultural beliefs accounts for at least two thirds of the overall contribution of gender-related factors.

scholarly journals Can Mobile Phones Improve Learning? Evidence from a Field Experiment in Niger

2012 ◽  
Vol 4 (4) ◽  
pp. 94-120 ◽  
Author(s):  
Jenny C Aker ◽  
Christopher Ksoll ◽  
Travis J Lybbert
Keyword(s):  
Information Technology ◽  
Adult Education ◽  
Mobile Phones ◽  
Educational Outcomes ◽  
Test Scores ◽  
Rural Populations ◽  
Randomized Evaluation ◽  
Educational Investments ◽  
Math Test ◽  
Math Test Scores

The returns to educational investments hinge on whether such investments can improve the quality and persistence of educational gains. We report the results from a randomized evaluation of an adult education program in Niger, in which some students learned how to use simple mobile phones (Project ABC). Students in ABC villages achieved test scores that were 0.19–0.26 standard deviations higher than those in standard adult education classes, and standardized math test scores remained higher seven months after the end of classes. These results suggest that simple information technology can be harnessed to improve educational outcomes among rural populations. (JEL D83, I21, O15, O33)

scholarly journals Using Instruction-Embedded Formative Assessment to Predict State Summative Test Scores and Achievement Levels in Mathematics

2019 ◽  
Vol 6 (2) ◽  
Author(s):  
Guoguo Zheng ◽  
Stephen Edward Fancsali ◽  
Steven Ritter ◽  
Susan Berman
Keyword(s):  
Public Schools ◽  
Test Scores ◽  
Intelligent Tutoring System ◽  
Dade County ◽  
Practical Applications ◽  
Relative Contribution ◽  
And Performance ◽  
Math Test ◽  
Math Test Scores ◽  
Achievement Levels

If we wish to embed assessment for accountability within instruction, we need to better understand the relative contribution of different types of learner data to statistical models that predict scores and discrete achievement levels on assessments used for accountability purposes. The present work scales up and extends predictive models of math test scores and achievement levels from existing literature and specifies six categories of models that incorporate information about student prior knowledge, socio-demographics, and performance within the MATHia intelligent tutoring system. Linear regression, ordinal logistic regression, and random forest regression and classification models are learned within each category and generalized over a sample of 23,000+ learners in Grades 6, 7, and 8 over three academic years in Miami-Dade County Public Schools. After briefly exploring hierarchical models of this data, we discuss a variety of technical and practical applications, limitations, and open questions related to this work, especially concerning to the potential use of instructional platforms like MATHia as a replacement for time- consuming standardized tests.

scholarly journals PENGARUH METODE PENYEKORAN DAN KECEMASAN TES TERHADAP INDEKS KETIDAKWAJARAN SEKOR TES MATEMATIKA SETELAH MENGONTROL PENGETAHUAN AWAL

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Ari Hasan Ansori
Keyword(s):  
Prior Knowledge ◽  
Test Anxiety ◽  
Test Scores ◽  
Random Sampling ◽  
Test Method ◽  
Analysis Of Covariance ◽  
Scoring Method ◽  
Multi Stage ◽  
Math Test ◽  
Math Test Scores

AbstrakPenelitian ini bertujuan untuk mengetahui pengaruh metode penyekoran dan kecemasan tes terhadap ketidakwajaran sekor tes setelah mengontrol pengetahuan awal. Metode penelitian ini adalah eksperimen dengan desain treatment by level 2x2. Penelitian ini dilaksanakan pada MTs Negeri Pandeglang 1, Banten dengan jumlah sampel sebanyak 80 orang siswa yang diambil dengan teknik pengambilan sampel multi stage random sampling. Pengujian hipotesis penelitian dengan menggunakan teknik Analisis Kovarian (ANAKOVA). Hasil penelitian ini menunjukkan bahwa setelah mengontrol pengetahuan awal: (1) indeks ketidakwajaran sekor tes matematika antara kelompok siswa yang di sekor dengan menggunakan metode penalty lebih tinggi daripada kelompok siswa yang di sekor dengan menggunakan metode correct, (2) terdapat pengaruh interaksi antara metode penyekoran tes dan kecemasan tes terhadap indeks ketidakwajaran sekor tes matematika, (3) untuk kelompok siswa yang memiliki kecemasan tes ringan, indeks ketidakwajaran sekor tes matematika antara kelompok siswa yang di sekor dengan menggunakan metode penalty lebih tinggi daripada kelompok siswa yang di sekor dengan menggunakan metode correct, dan (4) untuk kelompok siswa yang memiliki kecemasan tes berat, indeks ketidakwajaran sekor tes matematika antara kelompok siswa yang di sekor dengan menggunakan metode penalty lebih rendah daripada kelompok siswa yang di sekor dengan menggunakan metode correct.AbstractThis study is aimed to determine the effect of scoring method and test anxiety toward inappropriacy index of math test score after controlling the prior knowledge. This research method was experimental design with treatment by level 2x2. The research was conducted at MTs Pandeglang 1, Banten with sample of 80 students were using multi stage random sampling technique. Data analysis was done by using Analysis of Covariance (ANCOVA). The results of this study after controlling prior knowledge showed that: (1) the inappropriacy index of math test scores between groups of students whom are scored using penalty test method is higher than those whom are scored using correct test; (2) there is an interaction effect between scoring method and the test anxiety toward inappropriacy index of math test scores; (3) for the group of students having of anxiety easy test, the inappropriacy index of math test scores between groups of students whom are scored using penalty is higher than those who are scored using correct method; and (4) for the group of students who having of anxiety difficult test, the inappropriacy index of math test scores between groups of students whom are scored using penalty test is lower than those whom are scored using correct.

scholarly journals PEREMPUAN DAN MATEMATIKA

EGALITA ◽  
2012 ◽  
Author(s):  
Makkulau Makkulau
Keyword(s):  
Gender Equality ◽  
Young Women ◽  
Gender Gap ◽  
Test Scores ◽  
Mathematical Ability ◽  
Teenage Girls ◽  
Equal Education ◽  
Math Test ◽  
Math Test Scores ◽  
Scientific Facts

Gender gap was influenced mathematical ability between boys and girls. Stereotypes about women’s position lower in mathematics is a contrasting landscape and different from the data and scientific facts. The result of re- search in 69 countries with gender equality shows that teenage girls tend to have a math test scores higher. In addition, young women also tend to do about the matter of better and more confident in their ability in the field of math. The results of this study also showed that young women have the same ability with young men when they are given an equal education, espe- cially in mathematics.<br /><br />Keywords: kesenjangan gender, matematika, stereotip, data dan fakta ilmiah.<br /><br />

scholarly journals Explaining the Gender Gap in Math Test Scores: The Role of Competition

2010 ◽  
Vol 24 (2) ◽  
pp. 129-144 ◽  
Author(s):  
Muriel Niederle ◽  
Lise Vesterlund
Keyword(s):  
Gender Differences ◽  
Gender Gap ◽  
Test Scores ◽  
Men And Women ◽  
Test Taking ◽  
The Difference ◽  
Math Test ◽  
Math Test Scores ◽  
Competitive Test ◽  
The Right

The mean and standard deviation in performance on math test scores are only slightly larger for males than for females. Despite minor differences in mean performance, many more boys than girls perform at the right tail of the distribution. This gender gap has been documented for a series of math tests including the AP calculus test, the mathematics SAT, and the quantitative portion of the Graduate Record Exam (GRE). The objective of this paper is not to discuss whether the mathematical skills of males and females differ, be it a result of nurture or nature. Rather we argue that the reported test scores do not necessarily match the gender differences in math skills. We will present results that suggest that the evidence of a large gender gap in mathematics performance at high percentiles in part may be explained by the differential manner in which men and women respond to competitive test-taking environments. The effects in mixed-sex settings range from women failing to perform well in competitions, to women shying away from environments in which they have to compete. We find that the response to competition differs for men and women, and in the examined environment, gender difference in competitive performance does not reflect the difference in noncompetitive performance. We argue that the competitive pressures associated with test taking may result in performances that do not reflect those of less-competitive settings. Of particular concern is that the distortion is likely to vary by gender and that it may cause gender differences in performance to be particularly large in mathematics and for the right tail of the performance distribution. Thus the gender gap in math test scores may exaggerate the math advantage of males over females.

scholarly journals Does breastfeeding contribute to the racial gap in reading and math test scores?

2013 ◽  
Vol 23 (10) ◽  
pp. 646-651
Author(s):  
Kristen E. Peters ◽  
Jin Huang ◽  
Michael G. Vaughn ◽  
Christopher Witko
Keyword(s):  
Test Scores ◽  
Racial Gap ◽  
Reading And Math ◽  
Math Test ◽  
Math Test Scores
Sign in / Sign up

Export Citation Format

Share Document