The Positive Effects of Nationwide Testing on Student Achievement in a Low-Stakes System

2015 ◽  
Author(s):  
Simon Calmar Andersen ◽  
Helena Skyt Nielsen
Keyword(s):  
Student Achievement ◽  
Positive Effects

scholarly journals An Investigation of Students, Parents and Teachers’ Satisfaction in Science High Schools in Konya Province in Terms of Some Variabilities

2018 ◽  
Vol 5 (2) ◽  
pp. 47
Author(s):  
Suleyman Alpaslan Sulak ◽  
Kemal Tutuncu ◽  
Murat Koklu
Keyword(s):  
High School ◽  
Student Achievement ◽  
Student Satisfaction ◽  
Parent Satisfaction ◽  
Educational Expectations ◽  
School Satisfaction ◽  
Satisfaction Level ◽  
Satisfaction Scale ◽  
Positive Effects ◽  
Science High School

Education is the most decisive factor in the success of people in life and work. Today expectations in education have changed. Increases in education levels and facility of ways to access information have differentiated our level of social consciousness. Educational expectations of parents and teachers have also changed. There is now a mass who feign reluctance more and have a higher expectation from the school. Teachers’ expectations of students are also increasing. Researches examining the effects of school variables on student achievement have increased in recent years. Many studies indicate that schools with desirable characteristics have positive effects on student achievement. There are a large number of components that make the school environment come to life. Classroom sizes at schools, school culture, teaching methods used by teachers and professional qualifications are some of them. These components affect the satisfaction levels of teachers and parents working in schools. The aim of this research is to examine the satisfaction of teachers, students and students’ parents in Meram Science High School, Selçuklu Science High School and Karatay Science High School in terms of some variables in Konya province. Satisfaction scale was developed by researchers. Conducting a literatüre survey,the researchers have found that there were 46 questions and 3 open ended questions for the Student Satisfaction Scale, 45 questions in 3 sections including 5 demographic questions, 37 questionnaires and 3 open ended questions for the Parent Satisfaction Scale; For the Teacher Satisfaction Scale, 3 demographic questions, 43 scale questionnaires and 5 open-ended questions,the scales were finalized with 51 questions in 3 sections. When the answers given by the students are examined, the school satisfaction ratings were determined as undecided. When the answers given by the parents were examined, the school satisfaction level was partially determined as agreeing. When the answers given by the teachers were examined, the school satisfaction level was determined as strongly agreeing.

scholarly journals Teacher Turnover, Teacher Quality, and Student Achievement in DCPS

2016 ◽  
Vol 39 (1) ◽  
pp. 54-76 ◽  
Author(s):  
Melinda Adnot ◽  
Thomas Dee ◽  
Veronica Katz ◽  
James Wyckoff
Keyword(s):  
Student Achievement ◽  
Public Schools ◽  
Student Performance ◽  
Teacher Turnover ◽  
School Quality ◽  
Poor Performance ◽  
Negative Effects ◽  
Policy Regime ◽  
Positive Effects ◽  
Quasi Experimental

In practice, teacher turnover appears to have negative effects on school quality as measured by student performance. However, some simulations suggest that turnover can instead have large positive effects under a policy regime in which low-performing teachers can be accurately identified and replaced with more effective teachers. This study examines this question by evaluating the effects of teacher turnover on student achievement under IMPACT, the unique performance-assessment and incentive system in the District of Columbia Public Schools (DCPS). Employing a quasi-experimental design based on data from the first years of IMPACT, we find that, on average, DCPS replaced teachers who left with teachers who increased student achievement by 0.08 standard deviation ( SD) in math. When we isolate the effects of lower-performing teachers who were induced to leave DCPS for poor performance, we find that student achievement improves by larger and statistically significant amounts (i.e., 0.14 SD in reading and 0.21 SD in math). In contrast, the effect of exits by teachers not sanctioned under IMPACT is typically negative but not statistically significant.

scholarly journals Mathematics Curriculum Effects on Student Achievement in California

AERA Open ◽  
2017 ◽  
Vol 3 (1) ◽  
pp. 233285841769051 ◽  
Author(s):  
Cory Koedel ◽  
Diyi Li ◽  
Morgan S. Polikoff ◽  
Tenice Hardaway ◽  
Stephani L. Wrabel
Keyword(s):  
Student Achievement ◽  
Marginal Cost ◽  
Elementary Mathematics ◽  
Mathematics Curriculum ◽  
The Other ◽  
Elementary Grades ◽  
Mathematics Textbooks ◽  
Positive Effects ◽  
Grade 3 ◽  
Math Test

We estimate relative achievement effects of the four most commonly adopted elementary mathematics textbooks in the fall of 2008 and fall of 2009 in California. Our findings indicate that one book, Houghton Mifflin’s California Math, is more effective than the other three, raising student achievement by 0.05 to 0.08 student-level standard deviations of the Grade 3 state standardized math test. We also estimate positive effects of California Math relative to the other textbooks in higher elementary grades. The differential effect of California Math is educationally meaningful, particularly given that it is a schoolwide effect and can be had at what is effectively zero marginal cost.

scholarly journals The Case for Care: Multiyear teachers are the future of mobilizing care in education

2017 ◽  
Author(s):  
Daisy Culkins
Keyword(s):  
Parent Involvement ◽  
Student Achievement ◽  
Public Education ◽  
Small Schools ◽  
Cost Effective ◽  
Healthy Development ◽  
Positive Effects ◽  
Caring Teachers ◽  
Teacher Productivity ◽  
Shed Light

Care is essential to the healthy development of children. If care is not provided within the child’s home, the second most influential sphere within a child’s life where care can be enacted is the school. Community psychology and motivational psychology shed light into how teachers can use care to understand the child as a part of their community and use this understanding to enhance the child’s ability to learn. Education researchers have studied caring teachers to define what care looks like in practice: getting to know students personally, listening to the wants and needs of the child, their parents and the community, and using that information to aid the student in their studies. A multitude of studies have shown that these practices have measurable positive effects on students. When a teacher displays traits that their students define as caring, student achievement increases. Therefore, care is a clearly definable and measureable educational strategy that raises student achievement and should be institutionalized through education policy. Small schools and small class sizes are both effective methods of promoting care in education. However, multiyear teachers (looping) have been shown to increase student enthusiasm, parent involvement, teacher productivity and student achievement and can be implemented with no extra cost to the school. Looping is an academically effective and cost-effective way of mobilizing care in public education as supported by psychology and education research.

The Competitive Effects of School Choice on Student Achievement: A Systematic Review

2019 ◽  
pp. 089590481987475 ◽  
Author(s):  
Huriya Jabbar ◽  
Carlton J. Fong ◽  
Emily Germain ◽  
Dongmei Li ◽  
Joanna Sanchez ◽  
...  
Keyword(s):  
Systematic Review ◽  
Student Achievement ◽  
School Choice ◽  
School Quality ◽  
Meta Analysis ◽  
Empirical Literature ◽  
Competitive Effects ◽  
School Competition ◽  
Positive Effects ◽  
State And Local

School-choice policies are expected to generate healthy competition between schools, leading to improvements in school quality and better outcomes for students. However, the empirical literature testing this assumption yields mixed findings. This systematic review and meta-analysis tests this theory by synthesizing the empirical literature on the competitive effects of school choice on student achievement. Overall, we found small positive effects of competition on student achievement. We also found some evidence that the type of school-choice policy and student demographics moderated the effects of competition on student achievement. By examining whether school competition improves outcomes, our findings can inform decisions of state and local policymakers who have adopted or are considering adopting school-choice reforms.

Resource- and Approach-Driven Multidimensional Change: Three-Year Effects of School Improvement Grants

2017 ◽  
Vol 54 (4) ◽  
pp. 607-643 ◽  
Author(s):  
Min Sun ◽  
Emily K. Penner ◽  
Susanna Loeb
Keyword(s):  
Student Achievement ◽  
School Improvement ◽  
Effective Teachers ◽  
Modest Improvement ◽  
School Improvement Grants ◽  
Positive Effects ◽  
Multiple Dimensions ◽  
Prior Literature ◽  
Teacher Professional ◽  
Professional Capacity

Hoping to spur dramatic school turnaround, the federal government channeled resources to the country’s lowest-performing schools through School Improvement Grants (SIG). However, prior research on SIG effectiveness is limited and focuses primarily on student achievement. This study uses a difference-in-differences strategy to estimate program impacts on multiple dimensions across the 3-year duration of the SIG award in one urban school district. Following 2 years of modest improvement, we find pronounced, positive effects of SIG interventions on student achievement in Year 3, consistent with prior literature indicating that improvements from comprehensive school turnarounds emerge gradually. We also identify improvements indicating the process through which change occurred, including reduced unexcused absences, increased family preference for SIG schools, improved retention of effective teachers, and greater development of teacher professional capacity.

School Bond Referendum, Capital Expenditure, and Student Achievement

2017 ◽  
Vol 17 (4) ◽  
Author(s):  
Kai Hong
Keyword(s):  
Student Achievement ◽  
School Districts ◽  
Factor Model ◽  
Capital Expenditure ◽  
Current System ◽  
The United States ◽  
Positive Effects ◽  
Confounding Variables ◽  
School Bond ◽  
Bond Referendum

AbstractIn the United States, the reform of the financial system of capital expenditure is under consideration, as people believe the current system through local referenda contributes to inequality in student achievement across school districts. Several studies using a regression discontinuity design (RDD) find zero to modest positive effects of capital expenditure on student achievement; however, these studies identify only the effect of capital expenditure financed by a marginally passed bond with a vote share at the cutoff. In this paper I estimate the average effect of capital expenditure on student achievement by incorporating a latent factor model into the existing RDD framework, and comparing school districts that are similar in their underlying confounding variables, namely preferences for educational investment. The results show that, on average, capital expenditure financed by a passed bond does not have significant effect on student achievement.

Disentangling the Effects of the School Year from the School Day: Evidence from the TIMSS Assessments

2020 ◽  
Vol 15 (1) ◽  
pp. 104-135 ◽  
Author(s):  
Derek Wu
Keyword(s):  
Student Achievement ◽  
Spillover Effects ◽  
Instructional Time ◽  
Science Study ◽  
Student Groups ◽  
Positive Effects ◽  
School Year ◽  
School Day ◽  
Marginal Returns ◽  
Mathematics And Science

Schools often have to decide between extending the length of the school year or the school day. This paper examines the effects of changes in the distribution of instructional time on eighth-grade student achievement through a methodological framework that disaggregates total yearly instructional time into separate inputs for days per year and hours per day. This study's dataset brings together nearly 900,000 student observations across eighty countries and four quadrennial testing cycles of the Trends in International Mathematics and Science Study (TIMSS) Assessments (1995–2007). I find that the positive effects of instructional time on student achievement are driven largely by the length of the school day and not by the length of the school year, with diminishing marginal returns to the former. Socioeconomically underprivileged students are most likely to realize gains from a longer school day. Furthermore, isolating the amount of instructional time spent on TIMSS-tested subjects from the rest of the school day reveals spillover effects from time spent in non-tested subjects that are especially meaningful for underprivileged students. In contrast, the effects of time spent in tested subjects are more homogeneous across student groups.

scholarly journals Early Retirement Incentives and Student Achievement

2014 ◽  
Vol 6 (3) ◽  
pp. 120-154 ◽  
Author(s):  
Maria D. Fitzpatrick ◽  
Michael F. Lovenheim
Keyword(s):  
Student Achievement ◽  
Test Scores ◽  
Early Retirement ◽  
Large Scale ◽  
Lower Cost ◽  
Experienced Teachers ◽  
Positive Effects ◽  
Retirement Incentives ◽  
Teacher Workforce

Early retirement incentives (ERIs) are increasingly prevalent in education as districts seek to close budget gaps by replacing expensive experienced teachers with lower cost newer teachers. Combined with the aging of the teacher workforce, these ERIs are likely to change the composition of teachers dramatically in the coming years. We use exogenous variation from an ERI program in Illinois in the mid-1990s to provide the first evidence in the literature of the effects of large-scale teacher retirements on student achievement. We find the program did not reduce test scores; likely, it increased them, with positive effects most pronounced in lower SES schools. (JEL H75, I21, I28, J26, J45)

Narrowing the Digital Divide

2011 ◽  
pp. 2385-2399
Author(s):  
June K. Hilton
Keyword(s):  
Student Achievement ◽  
Digital Divide ◽  
Standardized Test ◽  
Positive Impact ◽  
Teacher Evaluations ◽  
Positive Effects ◽  
Improve Student Achievement ◽  
Impact Of Technology

Empirical data from a secondary school that took steps to increase technology integration in its classrooms with the long-term goal of raising student achievement are presented. Results from the analysis of this data indicate positive effects from the implementation of two grants designed to bridge the digital divide. Research confirms that the results from this case study are consistent with the methods for success in implementing technology as a tool to improve student achievement. Future study should involve further data collection via teacher evaluations of the professional development process and the analysis of the results from standardized test scores to confirm the positive impact of technology on student achievement.

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