Relevant bibliographies by topics / Academic achievement. Education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Academic achievement. Education'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Academic achievement. Education"

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Maclellan, Effie. "Academic achievement." Active Learning in Higher Education 6, no. 3 (November 2005): 194–206. http://dx.doi.org/10.1177/1469787405057750.

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Moore, Phillip J. "Academic achievement." Educational Psychology 39, no. 8 (August 1, 2019): 981–83. http://dx.doi.org/10.1080/01443410.2019.1643971.

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Bembenutty, Héfer. "Academic delay of gratification and academic achievement." New Directions for Teaching and Learning 2011, no. 126 (June 2011): 55–65. http://dx.doi.org/10.1002/tl.444.

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Hansen, Kirstine, and Morag Henderson. "Does academic self-concept drive academic achievement?" Oxford Review of Education 45, no. 5 (April 15, 2019): 657–72. http://dx.doi.org/10.1080/03054985.2019.1594748.

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Kumar Jaiswal, Sandeep, and Rashmi Choudhuri. "Academic Self Concept and Academic Achievement of Secondary School Students." American Journal of Educational Research 5, no. 10 (November 13, 2017): 1108–13. http://dx.doi.org/10.12691/education-5-10-13.

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Ehrhardt, Jennifer, Noelle Huntington, Janine Molino, and William Barbaresi. "Special Education and Later Academic Achievement." Journal of Developmental & Behavioral Pediatrics 34, no. 2 (February 2013): 111–19. http://dx.doi.org/10.1097/dbp.0b013e31827df53f.

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Jafari, Sakineh, and Ali Asgari. "Predicting Students’ Academic Achievement Based on the Classroom Climate, Mediating Role of Teacher-Student Interaction and Academic Motivation." Integration of Education 24, no. 1 (March 31, 2020): 62–74. http://dx.doi.org/10.15507/1991-9468.098.024.202001.062-074.

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Introduction. The present study aims to predict students’ academic achievements based on the classroom climate, the mediating role of teacher-student interaction and academic motivation among Semnan University students. Materials and Methods. This study relied on correlation-and-description method of data collection. The sample population consisted of all undergraduate and postgraduate students at the Faculty of Engineering of Semnan University in the academic year of 2017–2018. Using a random stratified method, 200 subjects were selected as the sample (135 undergraduate and 65 master). Questionnaires of Patrick, Kaplan and Ryan’s classroom climate, Hernandez-Lopez’ teacher-student scale, Vallerand’s academic motivation questionnaire and Pace and Kuh’s student academic achievement scale were used. Reliability of the questionnaires was confirmed using Cronbach’s alpha test. Results. There is significant positive relationship between academic achievement and classroom climate, teacher-student interaction and academic motivation. Classroom climate has a direct and meaningful effect on students’ academic achievements. Also, the climate of the classroom by mediating the teacher-student interaction has indirect and significant effects on students’ academic achievements. Classroom climate by mediating educational motivation has an indirect and significant effect on students’ academic achievement. Discussion and Conclusion. The results of this study suggest the importance of openness to the classroom climate, interaction between teacher-student and academic motivation is to increase students’ academic achievements.
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Fritsch, Helmut, and Gerhard Strohlein. "Mentor support and academic achievement." Open Learning: The Journal of Open, Distance and e-Learning 3, no. 2 (June 1988): 27–32. http://dx.doi.org/10.1080/0268051880030206.

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Friesen, Jane, Ross Hickey, and Brian Krauth. "Disabled Peers and Academic Achievement." Education Finance and Policy 5, no. 3 (July 2010): 317–48. http://dx.doi.org/10.1162/edfp_a_00003.

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We use data on students in grades 4–7 in the Canadian province of British Columbia to investigate the effect of having disabled peers on value-added exam outcomes. Longitudinal data for multiple cohorts of students are used together with school-by-grade-level fixed effects to account for endogenous selection into schools. Our estimates suggest that same-grade peers with learning and behavioral disabilities have an adverse effect on the test score gains of nondisabled students in British Columbia. However, these effects are statistically insignificant and are sufficiently small that they are unlikely to raise concerns about the placement of this group of disabled students. The effect of peers with other disabilities is also small and statistically insignificant but varies in sign.
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Farrar, Ruth, Steven Viveiros, Elaine Bukowiecki, Susan Miskelly, Dorie AuCoin, Julia Stakhnevich, Kathryn Evans, and Heidi Burgiel. "A Center for Academic Achievement." International Journal of Learning: Annual Review 14, no. 11 (2008): 65–78. http://dx.doi.org/10.18848/1447-9494/cgp/v15i11/46014.

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Dissertations / Theses on the topic "Academic achievement. Education"

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Kite, Toby G. "Academic Interventions and Academic Achievement in the Middle School Grades." Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10027597.

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After the passing of the Individuals with Disabilities Act of 2004, many schools began to use a Response to Intervention (RtI) model instead of the discrepancy model when identifying students with specific learning disabilities (National Center on Response to Intervention, 2011). When elementary schools adopted the RtI model, it was shown to be successful with any students who need academic interventions (National Center on Response to Intervention, 2011). The success at the elementary level has led to middle schools adopting the model with varying success (National Center on Response to Intervention, 2011). In this study, middle schools that have developed an academic RtI program through the Professional Learning Community (PLC) process were compared to non-PLC middle schools that may not provide a systemic process of academic interventions to determine if PLC schools produce higher academic achievement. Academic achievement was determined by students’ Missouri Assessment Program (MAP) index scores in communication arts for seventh and eighth graders. As a result of the application of a t-test, there was not a significant difference between the scores of PLC schools and the scores of non-PLC schools. Building principals of the middle schools in the PLC group were surveyed to identify the characteristics of the RtI model that were in place. The survey results of the six top-performing PLC schools were analyzed and compared to the entire PLC group to determine what characteristics lead to improved academic achievement. The components of RtI present in the top-performing schools included interventions that were implemented for at least three years, interventions provided a minimum of three days per week, and a maximum of 70 minutes of intervention per week.

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Davis, Jodi. "Impact of Early Childhood Education on Academic Achievement." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1609085/.

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Two groups of students were compared to determine the impact of early intervention at the Early Childhood School on academic outcomes in later elementary school years for both math and reading. Students who were determined to be disadvantaged in some way, either by income, limited English proficiency, or having been identified as needing specialized instruction and who attended an early intervention program, prior to kindergarten, were compared to a similar group who did not attend the intervention program. Scores on district level assessments in math and reading were tracked for both groups of students through the third grade. Scores on high stakes standardized testing of the students in third grade were also analyzed. Results indicated that students in the control group outperformed students in the treatment group on the majority of district level assessments. However, the opposite was true for high stakes testing where the treatment group outperformed the control group on a consistent basis. These results were consistent, regardless of the nature of the disadvantage. Students who attended the prekindergarten program at the Early Childhood School had higher scores on the State of Texas Assessment of Academic Readiness (STAAR) exam than disadvantaged students who did not attend. Since this was not the case for district level assessments, it is recommended that the district revisit their local assessments and testing administration practices. It is also recommended that this cohort of students continue to be studied to see of the outcomes last beyond the third grade.
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Baize, Sheila J. "Student-athletes, academic achievement and self-esteem." Diss., The University of Arizona, 1990. http://hdl.handle.net/10150/185044.

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The purpose of this study was to examine the relationship between high school interscholastic athletic team participation and self-esteem when considering three indexes of academic achievement. A self-report student survey was designed to elicit demographic and academic achievement information, including gender, ethnicity, grade point average, number of missed school days, and number of behavioral referrals during the last school year. Additionally, the Rosenberg (1965) Self-Esteem Scale and the Savin-Williams and Demo (1983) Self-Esteem Inventory were incorporated to measure levels of self-esteem. The sample included 477 seniors from two comprehensive high schools in southwest Arizona, evenly split across gender and athletic status (participant and non-participant). Analyses of the data indicated that both the Rosenberg and Savin-Williams self-esteem measures yielded similar results in that males scored significantly higher than females on the self-esteem measures, and that students participating in high school interscholastic athletics scored significantly higher than did non-participating students. In examining the data when considering the indexes of academic achievement, females, on average, have higher GPA's than males, and high school athletes have significantly higher GPA's than their non-participating peers. Results also reported that males miss fewer school days than females, and athletic participants miss significantly fewer school days than non-participants. Additionally, on average, males receive more behavioral referrals than females, and again, athletic participants scored significantly better than non-participants as they also receive fewer behavioral referrals. In knowing that self-esteem differences exist, additional analyses focused upon the indexes of academic achievement while controlling for these known self-esteem differences. Results indicated that when factoring out the self-esteem differences the same results were maintained. Students participating in high school athletics have higher self-esteem scores, maintain higher grade point average, miss fewer school days, and receive fewer behavioral referrals.
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Weems, Amy. "Impact of Early Childhood Education on Later Academic Achievement." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1538681/.

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The purpose of this study was to determine the effect of participation in the district's early childhood program on later academic achievement as measured by the State of Texas Assessment of Academic Readiness (STAAR) mathematics and reading assessments in Grades 3, 4, and 5. The studied district opened a centralized early childhood school in 2009 and implemented the Texas Pre-K Guidelines. The STAAR test results were available for five cohorts of students who attended the early childhood school and took the STAAR mathematics and reading assessments in the years 2014-2018. A quasi-experimental design was used to analyze differences in STAAR mathematics and reading scores for students who attended the district's early childhood program and students who did not attend. A two-way factorial ANOVA was used to examine the effect on test scores of attending the district's early childhood school and other demographic categories, Latinx, African American, socio-economic status, and English language learners (ELL). The results show that attending the early childhood program did not have a statistically significant effect for Latinx or African American students. However, the mean mathematics scores for economically-disadvantaged students who attended the early childhood program were higher than their peers who did not attend. ELL students who attended the program also had higher mathematics scores but the differences were usually not statistically significant. The same impact on economically-disadvantaged students and ELLs was not found on reading tests.
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Lòpez, Muriel del Castillo. "Academic achievement in Filipino children." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/890.

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Baron, Alea A. "The effects of parent-child agreement on academic achievement." Thesis, Pepperdine University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3734555.

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Achievement in youth across America has been defined by youth report card grades and standardized test scores, with higher scores typically being the gateway to college, scholarships, and future financial success. There is abundant evidence that shows parenting factors and the parent-child relationship are correlated with high academic achievement in youth. Therefore, the aim of this study was to investigate if the effects of high parent-child agreement on youth self-esteem and self-efficacy significantly correlated with high youth academic achievement on classroom achievement scores. Data from Dr. Judy Ho’s The STAGES Project in student’s entering the 6 th grade was utilized in examining the parent-child relationship and youth academic achievement. Youth and parent report on the State Self-Esteem Scale (SSES) and New General Self-Efficacy Scale (NGSE), both scored using the Likert scale, were utilized to calculate agreement scores. Parent-child agreement on the measures was scored using the total difference between parent and child scores on each measure. Three youth academic indicators from the youths’ 2011-2012 report cards were used to assess academic achievement of English grades, Math grades, and GPA semester grades. No significant relationships were found between parent-child agreement on youth self-esteem or self-efficacy, and the academic indicators examined in this study.

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Oliver, Leola Lanette. "Linking self-concept, social comparison and academic achievement in preadolescents." Thesis, Pepperdine University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3556876.

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A wide body of literature exists on the relationship between childhood and adolescent self-concept and achievement (Molloy, Gest, & Rulison, 2011; Trautwein, Ludtke, Marsh, & Nagy, 2009); however, few studies explore the extent to which other socio-psychological processes interact with these 2 variables. Many studies point to parent and teacher feedback as critical factors in the development of self-evaluative processes in children, but there is an absence of literature exploring the extent to which perceptions of peer achievement and social interactions may predict self-concept (Altermatt, Pomerantz, Ruble, Frey, & Greulich, 2002). A growing number of theorists assert that the self-concept/achievement relationship must be examined within the context of the social environment (Guay, Boivin, & Hodges, 1999; Rogers, Smith, & Coleman, 1978). What is yet to be explored with more in-depth analysis, however, is whether a relationship exists between children's perception of themselves and the level of performance exhibited by their peers (Guay et al., 1999). In an effort to shed light on this subject the present study seeks to identify any correlation between self-concept, social comparison processes, and academic achievement through the lens of the following theoretical constructs: (a) Self-Concept and Self-Theory; (b) Social-Comparison Theory; and (c) Achievement Goal and (d) Social Identity Theories.

Social comparison theory and its role in self-evaluation were first promulgated in the 1950s. This theory proposes that individuals seek accurate appraisals of self and engage in comparison to others in the absence of objective feedback (Festinger, 1954). Finally, achievement is explored in connection with achievement goal theory and in context with social identity theory. Achievement goal theory holds that individuals possess an awareness of their abilities and, as a result, adopt relative goal theories associated with achievement behaviors.

Each of the foregoing theoretical constructs has implications for an enlarged focus on the development of childhood self-concept, socialization processes and their relationship to academic achievement. This study will add to a growing body of literature exploring potential links between peer social comparison processes, global and academic self-concept, and achievement.

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Lind, Ashley Rose. "Effects of bilingual and ESL education on academic achievement." Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Lind_AMITthesis2009.pdf.

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Davis, Jodi. "The Impact of Early Childhood Education on Academic Achievement." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc1609085/.

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Two groups of students were compared to determine the impact of early intervention at the Early Childhood School on academic outcomes in later elementary school years for both math and reading. Students who were determined to be disadvantaged in some way, either by income, limited English proficiency, or having been identified as needing specialized instruction and who attended an early intervention program, prior to kindergarten, were compared to a similar group who did not attend the intervention program. Scores on district level assessments in math and reading were tracked for both groups of students through the third grade. Scores on high stakes standardized testing of the students in third grade were also analyzed. Results indicated that students in the control group outperformed students in the treatment group on the majority of district level assessments. However, the opposite was true for high stakes testing where the treatment group outperformed the control group on a consistent basis. These results were consistent, regardless of the nature of the disadvantage. Students who attended the prekindergarten program at the Early Childhood School had higher scores on the State of Texas Assessment of Academic Readiness (STAAR) exam than disadvantaged students who did not attend. Since this was not the case for district level assessments, it is recommended that the district revisit their local assessments and testing administration practices. It is also recommended that this cohort of students continue to be studied to see of the outcomes last beyond the third grade.
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Downs, Benjamin iii. "Academic concept, Social concept and Academic achievement among selected African American student athletes." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2007. http://digitalcommons.auctr.edu/dissertations/3388.

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The objective of this study was to determine if a relationship exists between the independent variables academic concept, social concept, and high school sports participation and the dependent variable academic achievement for African-American male teens between the ages of 14 and 19 who participated in high school sports. Sixty three student athletes attending a suburban Georgia high school participated in the study. A non-experimental, quantitative, correlation design was utilized. A statistically significant relationship between the following variables was found: high school sports participation and academic achievement; academic concept and academic achievement; academic concept and social concept. There was no statistically significant relationship found between the following variables: academic achievement and social concept; high school sports participation and academic concept; and high school sports and social concept.
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Books on the topic "Academic achievement. Education"

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Woods, James E. The dyslexic's guide to academic achievement. [Dallas, Tex.]: Semco Books, 2000.

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Woods, James E. The dyslexic's guide to academic achievement. [Dallas, Tex.]: Semco Books, 1995.

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Academic achievement of girls in Meghalaya. Delhi: Akansha Publishing House, 2013.

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H, Owen Eugene, Phillips Gary W, Educational Testing Service, National Assessment of Educational Progress (Project), National Center for Education Statistics., and United States. Office of Educational Research and Improvement., eds. America's challenge: Accelerating academic achievement. Princeton, NJ: Office of Educational Reserch and Improvement, U.S. Dept. of Education, 1990.

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Jeynes, William. Religion, education, and academic success. Greenwich, CT: Information Age Pub., 2003.

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Linville, Linda K. ASAP: Academic skills achievement program. Burr Ridge, Ill: Irwin Mirror Press, 1994.

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Essential academic skills. South Melbourne, Vic: Oxford University Press, 2009.

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L, Berry Gordon, and Asamen Joy Keiko 1953-, eds. Black students: Psychosocial issues and academic achievement. Newbury Park, Calif: Sage Publications, 1990.

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Black-Hawkins, Kristine. Achievement and inclusion in schools. Abingdon, Oxon: Routledge, 2007.

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United States. Congressional Budget Office., ed. Trends in educational achievement. Washington, D.C: Congress of the U.S., Congressional Budget Office, 1986.

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Book chapters on the topic "Academic achievement. Education"

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Martin-Chang, Sandra, and Kyle Levesque. "Academic Achievement." In The Wiley Handbook of Home Education, 121–34. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2017. http://dx.doi.org/10.1002/9781118926895.ch5.

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Tian, Huisheng, and Zhichang Sun. "Academic Achievement Surveys and the Improvement of Education and Teaching." In Academic Achievement Assessment, 339–57. Berlin, Heidelberg: Springer Berlin Heidelberg, 2018. http://dx.doi.org/10.1007/978-3-662-56198-0_12.

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Holsinger, Donald B., and W. James Jacob. "Education Inequality and Academic Achievement." In Inequality in Education, 558–67. Dordrecht: Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-90-481-2652-1_24.

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Grant, Annie. "Academic Achievement and Career Progression." In The Role of Student Services in Higher Education, 35–79. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-81439-7_2.

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Mather, Nancy, and Bashir Abu-Hamour. "Individual assessment of academic achievement." In APA handbook of testing and assessment in psychology, Vol. 3: Testing and assessment in school psychology and education., 101–28. Washington: American Psychological Association, 2013. http://dx.doi.org/10.1037/14049-005.

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Sorbring, Emma, Jennifer E. Lansford, Saengduean Yotanyamaneewong, Sombat Tapanya, and Concetta Pastorelli. "Education and Parenting: An Introduction." In School Systems, Parent Behavior, and Academic Achievement, 1–14. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-28277-6_1.

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Zhu, Nan, and Lei Chang. "Education and Parenting in China." In School Systems, Parent Behavior, and Academic Achievement, 15–28. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-28277-6_2.

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Di Giunta, Laura, and Liliana Maria Uribe Tirado. "Education and Parenting in Colombia." In School Systems, Parent Behavior, and Academic Achievement, 29–42. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-28277-6_3.

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Pastorelli, Concetta, Dario Bacchini, Eriona Thartori, Laura Di Giunta, and Maria Concetta Miranda. "Education and Parenting in Italy." In School Systems, Parent Behavior, and Academic Achievement, 43–54. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-28277-6_4.

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Al-Hassan, Suha. "Education and Parenting in Jordan." In School Systems, Parent Behavior, and Academic Achievement, 55–65. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-28277-6_5.

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Conference papers on the topic "Academic achievement. Education"

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Nuankaew, Wongpanya, Pratya Nuankaew, Sittichai Bussaman, and Passakorn Tanasirathum. "Hidden academic relationship between academic achievement and higher education institutions." In 2017 International Conference on Digital Arts, Media and Technology (ICDAMT). IEEE, 2017. http://dx.doi.org/10.1109/icdamt.2017.7904982.

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Mustika, Bunga, Tantri Adiwijaya, Windy Yudiawati Putri, Wilodati Wilodati, Ade Gafar Abdullah, and Ari Arifin Danuwijaya. "Student's Economic Level to Academic Achievement." In The 2nd International Conference on Sociology Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007113111931196.

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Podungge, Robiyati, Mintarti Rahayu, Margono Setiawan, and Achmad Sudiro. "Teacher Competence and Student Academic Achievement." In 23rd Asian Forum of Business Education(AFBE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/aebmr.k.200606.011.

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Veresova, Marcela, and Lucia Foglova. "Academic Self – Efficacy, Heteronomous and Autonomous Evaluation of Academic Achievement of Adolescents." In ICEEPSY 2016 International Conference on Education and Educational Conference. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.11.91.

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Elshemy, Nader. "IMPACT OF GAMIFICATION STRATEGY ON ACADEMIC ACHIEVEMENT AND ACHIEVEMENT MOTIVATION TOWARD LEARNING." In 4th Teaching & Education Conference, Venice. International Institute of Social and Economic Sciences, 2017. http://dx.doi.org/10.20472/tec.2017.004.003.

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Lukkarinen, Anna, and Paula Koivukangas. "Relationship between student guidance and academic achievement." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8180.

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We assess how different types of guidance offered to first-year students are related to the students’ subsequent academic performance. Using data from a student survey conducted at a Finnish business university, as well as the university’s student database, we build regression models to predict student performance. We find that guidance on choosing a major subject and guidance on study methods are significant predictors of subsequent performance. More tactical types of guidance are not statistically significant, and can be rather considered as enablers. The quantitative findings are supported by verbal feedback collected from students. We conclude that guidance offered to students at the start of their university careers can bear fruit still several years afterwards. The findings have implications for university educators and staff responsible for the orientation of first-year students. Educators and staff can seek to enhance academic achievement by ensuring that students are equipped with sufficient methods and skills necessary for their university studies and by providing students with extensive information on possible study paths beyond the first year.
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Křeménková, Lucie, and Jan Sebastian Novotný. "NEW MEASURE OF ACADEMIC ACHIEVEMENT: TESTING THE RELIABILITY AND FACTOR STRUCTURE OF THE ACADEMIC ACHIEVEMENT QUESTIONNAIRE (AAQ)." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1007.

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Blasco-Martel, Yolanda, Nabil El Bachiri, and Jordi Mundó. "SOFT SKILLS: STUDENTS’ PERCEPTIONS AND ACADEMIC ACHIEVEMENT." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.0371.

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Kim, Jeong-kyoum, and Li-Na Yan. "The Relationship among learner characteristics on academic satisfaction and academic achievement in SNS learning environment." In Education 2014. Science & Engineering Research Support soCiety, 2014. http://dx.doi.org/10.14257/astl.2014.47.52.

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Blanco-Mazagatos, Virginia, Juan Bautista Delgado-García, Inigo Garcia-Rodriguez, M. Elena Romero-Merino, and Marcos Santamaria-Mariscal. "POSITIVE EMOTION INDUCTION THROUGH MUSIC AND ACADEMIC ACHIEVEMENT." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1381.

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Reports on the topic "Academic achievement. Education"

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Hanushek, Eric, John Kain, and Steven Rivkin. Does Special Education Raise Academic Achievement for Students with Disabilities? Cambridge, MA: National Bureau of Economic Research, August 1998. http://dx.doi.org/10.3386/w6690.

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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, February 2010. http://dx.doi.org/10.15365/ceel.seal2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, February 2010. http://dx.doi.org/10.15365/ceel.promise2010.

Full text
Abstract:
The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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