Relevant bibliographies by topics / Achievement Gains

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

Academic literature on the topic 'Achievement Gains'

Author: Grafiati
Published: 4 June 2021
Last updated: 18 February 2022

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Journal articles on the topic "Achievement Gains"

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Adelson, Jill L., and Brittany D. Carpenter. "Grouping for Achievement Gains." Gifted Child Quarterly 55, no. 4 (August 11, 2011): 265–78. http://dx.doi.org/10.1177/0016986211417306.

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Li, Yaoran, and David C. Geary. "Developmental Gains in Visuospatial Memory Predict Gains in Mathematics Achievement." PLoS ONE 8, no. 7 (July 31, 2013): e70160. http://dx.doi.org/10.1371/journal.pone.0070160.

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BORMAN, STU. "Gains in U.S. science, math achievement slim." Chemical & Engineering News 69, no. 40 (October 7, 1991): 5. http://dx.doi.org/10.1021/cen-v069n040.p005.

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Marsh, Julie A., and Daniel F. McCaffrey. "What are Achievement Gains Worth — to Teachers?" Phi Delta Kappan 93, no. 4 (December 2011): 52–56. http://dx.doi.org/10.1177/003172171109300413.

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Grissmer, David W., John A. Beekman, and David R. Ober. "Focusing on Short-term Achievement Gains Fails to Produce Long-term Gains." Education Policy Analysis Archives 22 (February 3, 2014): 5. http://dx.doi.org/10.14507/epaa.v22n5.2014.

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The short-term emphasis engendered by No Child Left Behind (NCLB) has focused research predominantly on unraveling the complexities and uncertainties in assessing short-term results, rather than developing methods and assessing results over the longer term. In this paper we focus on estimating long-term gains and address questions important to evaluating schools and identifying educational policies and practices that produce long-term sustained gains. Estimates are made of annual pass rates on state exams using fixed effect models for six years of pass rates at grades 3, 6, 8 and 10; the percentages of schools making statistically significant gains, gains, losses, and statistically significant losses in pass rates are determined. Estimates are contrasted using models that include and exclude demographic characteristics. The percentages of schools with statistically significant gains varied markedly from 38 to 6 at grades 6 and 10, respectively; the percentage of schools with statistically significant declines ranged from less than 8 percent at grades 3, 6, and 8, to 23 percent at grade 10. Including demographics increased the percentages of schools with statistically significant gains and lowered the percentages with statistically significant declines. The results suggest that schools with higher proportions of free-reduced lunch and minority students are more likely to have statistically significant gains with demographic controls. Estimates of pass rate trends are made using Monte Carlo simulations; from these simulations the percentages of schools that may be mislabeled as having statistically significant gains and losses are determined. Even with six years of trend data, results suggest that chance can still play a significant role in mislabeling school performance, especially in grades having weak overall trends.
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Shanley, Lina, Ben Clarke, Christian T. Doabler, Evangeline Kurtz-Nelson, and Hank Fien. "Early Number Skills Gains and Mathematics Achievement: Intervening to Establish Successful Early Mathematics Trajectories." Journal of Special Education 51, no. 3 (July 14, 2017): 177–88. http://dx.doi.org/10.1177/0022466917720455.

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Early number skills, comprised of both informal and formal skills, are associated with later mathematics achievement. Thus, the development of foundational early number skills is an important aspect of early mathematics instruction. This study explored relations between early number skills gains and mathematics achievement for students at risk for mathematics difficulties in a kindergarten intervention study. Results indicated strong relationships between formal number skills gains and mathematics achievement across kindergarten and Grade 1. Intervention participants demonstrated larger informal and formal early number skills gains compared with their control peers, and relations between early number skills gains and first-grade mathematics achievement were moderated by intervention participation. Importantly, these findings suggest that formal and informal number skills gains may be critical components of later mathematics achievement for at-risk students. Implications for special education and intervention in tiered instructional systems are discussed.
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Bryk, Anthony S., Paul E. Deabster, John Q. Easton, Stuart Luppescu, and Yeow Meng Thum. "Measuring Achievement Gains in the Chicago Public Schools." Education and Urban Society 26, no. 3 (May 1994): 306–19. http://dx.doi.org/10.1177/0013124594026003008.

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Wayne, Andrew J., and Peter Youngs. "Teacher Characteristics and Student Achievement Gains: A Review." Review of Educational Research 73, no. 1 (March 2003): 89–122. http://dx.doi.org/10.3102/00346543073001089.

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Balajthy, Ernest. "THE EFFECTS OF TEACHER PURPOSE ON ACHIEVEMENT GAINS." Reading & Writing Quarterly 16, no. 3 (July 2000): 289–94. http://dx.doi.org/10.1080/105735600406760.

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Bailey, Drew H., Mary K. Hoard, Lara Nugent, and David C. Geary. "Competence with fractions predicts gains in mathematics achievement." Journal of Experimental Child Psychology 113, no. 3 (November 2012): 447–55. http://dx.doi.org/10.1016/j.jecp.2012.06.004.

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Dissertations / Theses on the topic "Achievement Gains"

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Marlatt, Eva Strohm. "Effects of accelerated instruction on achievement gains of underprepared Catholic high school freshmen." Thesis, University of Phoenix, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3570376.

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Educational leaders have many choices of organizational, curricular, and instructional interventions for academically underprepared high school freshmen. In the past decade, doubled instructional time in core subjects has become an increasingly popular intervention in large public school districts. Results so far have been mixed and there are no studies investigating the effects of this strategy in the private school sector. The purpose of this retrospective, pretest-posttest quasi-experiment with nonequivalent groups was to examine whether significant differences existed in the academic achievement gains of academically underprepared Catholic high school freshmen who received double-dosed mathematics and/or English instruction during ninth grade compared to equally underprepared peers who did not. The study used a dataset of 493 cases from an urban Catholic diocese in the San Francisco Bay Area. Academic achievement data consisted of archived mathematics and reading scores from two standardized, norm-referenced batteries with a published predictive validity metric of r = .83 (pretest: HSPT, posttest: PLAN). Independent t-test, ANCOVA, and ANOVA analyses were conducted to identify differences between group means and variances. Analyses revealed no statistically significant differences in posttest scores in mathematics or reading between the groups, challenging existing assumptions from previous effectiveness findings in the public school sector. The results indicate that, as a stand-alone intervention, doubled instructional time in the core subjects does not accelerate achievement gains for academically underprepared freshmen at urban Catholic high schools.

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Kuo, Yi-Lung. "The impact of psychosocial factors on achievement gains between eighth and tenth grade." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/1009.

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This study investigated the roles of the psychosocial factors (PSFs) of motivation, social control, and self-regulation, in the prediction of 10th grade academic achievement for a large sample of 8th grade students. The differential effects of PSFs for male and female students with different levels of 8th grade achievement were also examined. Of the 4,660 middle-school students in the ACT database, 1,384 8th grade students were included in the study. The Student Readiness Inventory-Middle School (SRI-MS) was used to assess three broad PSFs based on ten scales, which were named motivation (consisting of Academic Discipline, Commitment to School, and Optimism), social control (consisting of Family Attitude toward Education and Family Involvement, Relationships with School Personnel, and School Safety Climate), and self-regulation (consisting of Managing Feelings, Orderly Conduct, and Thinking before Acting). The students' EXPLORE and PLAN Composite scores served as measures of initial and later academic achievement, respectively. Multiple regression models were constructed for each PSF to test the hypotheses. Post hoc probing techniques were used if significant interaction terms were found. If no significant interaction terms were found, the effects of PSFs on achievement gains were examined using a psychosocial mediation model. The results showed that 8th grade females demonstrated greater motivation, social control, and self-regulation than 8th grade males. Also, motivation and social control each interacted significantly with sex and 8th grade achievement when predicting 10th grade achievement. Specifically, among female students, effects were positive for females with higher prior achievement and negative for females with lower prior achievement for both motivation and social control. For male students, neither motivation nor social control added significantly to the prediction of later achievement. There were no interactions between self-regulation and either sex or prior achievement. Instead, self-regulation partially mediated the effects of initial achievement when predicting later academic achievement.
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Parthemore, Jessica Lea. "Examining student reading gains based on vocabulary instruction based on morphemic and definitional approaches." Wright State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=wright1440000633.

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Shamanoff, Gloria. "Achievement gains of average ability students in a magnet program versus a non-magnet program." Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/468350.

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The purpose of the study was to determine the effect, if any, of a selected magnet school program on achievement of average ability students. Repeated academic growth of average ability elementary magnet school students was compared with repeated academic growth of average ability elementary non-magnet school students in a major school corporation in northern Indiana.Data were collected from thirty-eight average mental ability fifth grade magnet school students and thirty-eight average mental ability fifth grade non-magnet school students from twenty-two schools. Student subjects had been in the respective educational setting for at least four years. Average mental ability (C+, C, or C-) was determined by the Otis-Lennon Ability, Test, Primary II administered while the students were enrolled in the third grade. Achievement was determined by the Iowa Test of Basic Skills, Levels 9-10. Achievement score data were collected for two years, three and four for each student subject, and averaged.Analysis of co-variance was utilized to test a hypothesis of no overall difference between group means. The hypothesis was rejected with the F value significant at 0.008. A profile analysis was utilized to probe for differences, if any, among adjusted means for the ten subtests of the Iowa Test of Basic Skills, Levels 9-10. A parallelism existed between magnet and non-magnet school students with magnet students scoring higher on all of the ten subtests of the Iowa Test of Basic Skills, Levels 9-10 except math computation where non-magnet students scored higher.
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Lalonde, Christine. "Language learning strategies and their relationship to achievement gains on two English language proficiency measures." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq26228.pdf.

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Salinas, Alejandra. "Investing in our Teachers: What Focus of Professional Development Leads to the Highest Student Gains in Mathematics Achievement?" Scholarly Repository, 2010. http://scholarlyrepository.miami.edu/oa_dissertations/393.

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The purpose of this meta-analysis was to better understand the relationship between the substantive-content focus of professional development for inservice teachers of mathematics and their students' achievement. That professional development for teachers enhances student achievement has been well established by recent studies; however, those meta-analyses have studied structural characteristics such as the duration and the format/delivery method of the professional development. It is important to understand how the focus of professional development relates to student achievement because different foci must still compete not only among themselves but also with other instructional-improvement strategies (such as high-stakes testing, accountability, and curriculum reform) for limited resources, such as time and money. Hence, having evidence that professional development works and, more importantly, a better understanding of what focus comprises more effective professional development is not just of theoretical importance, it is also a policy-relevant imperative. The study's results indicated that the focus of professional development is, in fact, a significant and educationally important predictor of variation in student-achievement effect sizes.
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Stilwell, Terri R. "A study of the relationship between teacher qualifications and student achievement gains in accredited private Christian schools /." Free full text is available to ORU patrons only; click to view, 2008. http://proquest.umi.com/pqdweb?did=1543049461&sid=3&Fmt=2&clientId=456&RQT=309&VName=PQD.

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Cormier, David R. "An examination of principal leadership practices and school-level variables in Connecticut schools with achievement gains above and below the state's average performance gain on state assessments /." Link to Dissertations, 2008. http://eprint.cc.andrews.edu/24/G.s.

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Boutwell, Ashli Hamilton Whyte Alyson Isabel. "Gains in achievement with access to three types of scripted activities on elaboration in a freshman composition class." Auburn, Ala., 2007. http://repo.lib.auburn.edu/2007%20Fall%20Dissertations/BOUTWELL_ASHLI_31.pdf.

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Henshaw, Cynthia. "A study of reading achievement gains in classes of special education teachers using the Beginning Teacher Assistance Program indicators of competence." W&M ScholarWorks, 1989. https://scholarworks.wm.edu/etd/1539618330.

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In Virginia, the State Board of Education has specified fourteen areas in which every teacher who is granted a Collegiate Professional Certificate must be competent and has established the Virginia Beginning Teacher Assistance Program (BTAP) for the purpose of assessing the competence of beginning teachers. The basis of BTAP is a "set of measurable or observable indicators through which beginning teachers can demonstrate their competence in each competency area specified by the Board of Education." In studies of teacher effectiveness in regular education, these competency areas have been consistently related to increased student achievement. Few studies in special education have sought to demonstrate that these competency areas relate to increased achievement for handicapped students. The purpose of this study was to validate the BTAP indicators of competence for special education teachers. Classroom observation data on teaching behavior of subjects and reading achievement data on mildly handicapped students in subjects' classes were collected. Data were analyzed for relationships between teaching behaviors of subjects and reading achievement of students.
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Books on the topic "Achievement Gains"

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Rock, Donald A. Mathematics course-taking and gains in mathematics achievement. [Washington, D.C.?: U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1995.

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Judith, Pollack, and National Center for Education Statistics, eds. Mathematics course-taking and gains in mathematics achievement. [Washington, D.C.?: U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1995.

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Rock, Donald A. Mathematics course-taking and gains in mathematics achievement. [Washington, D.C.?: U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1995.

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Grissmer, David W. Exploring rapid achievement gains in North Carolina and Texas: Lessons from the states. [Washington, DC]: National Education Goals Panel, 1998.

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Barton, Paul E. Growth in school: Achievement gains from the fourth to the eighth grade. Princeton, N.J: Policy Information Center, Research Division, Educational Testing Service, 1998.

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Lee, Valerie E. Effects of high school restructuring and size on gains in achievement and engagement for early secondary school students. Madison, Wis: Center on Organization and Restructuring of Schools, 1994.

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Griffin, Patricia. The achievement of planning gain in Ireland. Dublin: University College Dublin, 1994.

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United States. Congress. House. Committee on Education and the Workforce. Rewarding Performance in Compensation Act: Report, together with minority views (to accompany H.R. 1381) (including cost estimate of the Congressional Budget Office). [Washington, D.C: U.S. G.P.O., 1999.

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Serra, Hagedorn Linda, and Educational Resources Information Center (U.S.), eds. Factors leading to gains in mathematics during the first year of college: An analysis by gender and ethnicity. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1996.

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A, Scott Leslie, United States. Office of Educational Research and Improvement., and National Center for Education Statistics., eds. Two years later: Cognitive gains and school transitions of NELS:88 eighth graders. Washington, DC: U.S. Dept. of Education, Office of Educational Research and Improvement, 1995.

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Book chapters on the topic "Achievement Gains"

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Gałecki, Andrzej, and Tomasz Burzykowski. "SII Project: Modeling Gains in Mathematics Achievement-Scores." In Springer Texts in Statistics, 431–63. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-3900-4_18.

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Connor, Carol McDonald, Barry Fishman, Elizabeth Crowe, Phyllis Underwood, Christopher Schatschneider, and Fredrick J. Morrison. "Teachers’ Use of Assessment to Instruction (A2i) Software and Third Graders’ Reading Comprehension Gains." In Technology as a Support for Literacy Achievements for Children at Risk, 123–39. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-5119-4_8.

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Sha, Deshang, and Guo Xu. "A Bidirectional Three-Level DC–DC Converter with Reduced Circulating Loss and Fully ZVS Achievement for Battery Charging/Discharging." In High-Frequency Isolated Bidirectional Dual Active Bridge DC–DC Converters with Wide Voltage Gain, 223–52. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0259-6_10.

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Sha, Deshang, and Guo Xu. "High Efficiency Current-Fed Dual Active Bridge DC–DC Converter with ZVS Achievement Throughout Full Range of Load Using Optimized Switching Patterns." In High-Frequency Isolated Bidirectional Dual Active Bridge DC–DC Converters with Wide Voltage Gain, 173–97. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0259-6_8.

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Forsberg, Lisa. "No Pain, No Gain? Objections to the Use of Cognitive Enhancement on the Basis of Its Potential Effects on the Value of Achievement." In Trends in Augmentation of Human Performance, 159–71. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6253-4_14.

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Koretz, D. "Validity of Achievement Gains on High-Stakes Tests." In International Encyclopedia of Education, 186–92. Elsevier, 2010. http://dx.doi.org/10.1016/b978-0-08-044894-7.00273-6.

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Freeland, Sarah Feroza. "Community Schools." In Emerging Perspectives on Community Schools and the Engaged University, 132–44. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0280-8.ch008.

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This chapter explores the connection between a school's efforts to engage with parents and community members and the academic achievement of its students. The author examines two case studies from Tennessee- the charter school model within the state-run Achievement School District in Memphis, and the community school model in Knoxville. The chapter begins with an explanation of key terms, followed by an introduction of each case study. Next, the author compares student academic achievement within each educational model, demonstrating that the community schools have achieved greater gains than the charter schools. The author then analyzes survey and interview data from parents and community members to compare each educational model's parental and community engagement efforts. Ultimately, the author concludes that in Tennessee, the community school model has been more effective than the charter school model in improving student academic achievement in large part because of its emphasis on meaningful engagement with parents and community members.
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N.I. Lokuruka, Michael. "Food and Nutrition Security in East Africa (Rwanda, Burundi and South Sudan): Status, Challenges and Prospects." In Food Security in Africa [Working Title]. IntechOpen, 2020. http://dx.doi.org/10.5772/intechopen.95037.

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Despite receiving international technical assistance over many years, achieving food and nutrition security has remained elusive for many developing countries. Low technological capability, inefficient production systems, increasing populations and lately climate variability, affect food production, leading to stagnation or modest gains in food and nutrition security in many nations. For many African countries, food and nutrition security continues to improve, despite the slow pace. In the East African Community, political stability, ambitious economic planning, the quest for higher agricultural productivity, improving educational achievement, sanitation and health, are contributing to improving food and nutrition security. To support the process, Rwanda, established Vision 2020, while Burundi and South Sudan have yet to develop plans for a coherent development blueprint. The blue prints of the Member States bore Vision 2050 for the East African Community and Vision 2063 for the African Union. This chapter examines the status of food and nutrition security in Rwanda, Burundi and South Sudan. It gives country-specific recommendations for achieving it-including investment in agriculture and agribusiness, value addition of agricultural commodities, decelerating population growth, using adaptive research to solve farmer-problems, strengthening farmer-organizations and integrating variables that influence food and nutrition security achievement.
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Alwin, Duane F., and Julianna Pacheco. "Population Trends in Verbal Intelligence in the United States." In Social Trends in American Life. Princeton University Press, 2012. http://dx.doi.org/10.23943/princeton/9780691133317.003.0013.

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This chapter examines trends in adults' performance on a 10-item vocabulary battery administered within the General Social Survey (GSS). Measured ability remained relatively steady over time. This stability reflects the confluence of two offsetting trends: lower baseline vocabulary knowledge among adults in post-World War II birth cohorts counterbalances achievement gains attributable to their greater schooling. The intricate analysis here assesses two explanations for apparent cohort-related drops in verbal knowledge—that the GSS vocabulary test became more difficult because its words grew obsolete and that the drops reflect population aging rather than cohort-related differences. The chapter concludes that little evidence supports either account and suggests that vocabulary declines in postwar cohorts reflect their family and school experiences as well as the selective survival of higher-ability adults.
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Tekin, Ali Kemal. "Parent Involvement in the Education of Children With Chronic Diseases." In Early Childhood Development, 1124–37. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7507-8.ch056.

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Through parent involvement, children with chronic diseases have a lot of gains with respect to their achievement, cognitive skills, behavior, and motivation. However, although involving parents is not a new issue in the education of children, there are potential challenges while implementing parent involvement in the education of children with chronic diseases. Teachers and parents need clues and directions to figure out how to work together in order to achieve a common goal. Therefore, this chapter aims to provide information about (1) the background and benefits of parent involvement focusing on the education of children with chronic diseases, (2) the challenges encountered by parents and practitioners through this process, and (3) the solutions for those potential challenges. Lastly, recommendations for successful strategies for successful parental involvement are discussed.
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Conference papers on the topic "Achievement Gains"

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Xiuqin, Yang. "Achievement gains from Educational Policy Reform." In ICEIT 2019: 2019 8th International Conference on Educational and Information Technology. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3318396.3318434.

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Zoanetti, Nathan. "Interpreting learning progress using assessment scores: what is there to gain?" In Research Conference 2021: Excellent progress for every student. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-638-3_17.

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Using assessment scores to quantify gains and growth trajectories for individuals and groups can provide a valuable lens on learning progress for all students. This paper summarises some commonly observed patterns of progress and illustrates these using data from ACER’s Progressive Achievement Test (PAT) assessments. While growth trajectory measurement requires scores for the same individuals over at least three but preferably more occasions, scores from only two occasions are naturally more readily available. The difference between two successive scores is usually referred to as gain. Some common approaches and pitfalls when interpreting individual student gain data are illustrated. It is concluded that pairs of consecutive scores are best considered as part of a longer-term trajectory of learning progress, and that caveated gain information might at best play a peripheral role until additional scores are available for individuals. This review is part of a larger program of research to inform future reporting developments at ACER.
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Tyler-Wood, Tandra. "HISTORICAL INVENTION KITS: A COMPARISON OF THE ACHIEVEMENT GAINS OF HIGH PERFORMING AND LOW PERFORMING 7TH GRADE STUDENTS IN RURAL TEXAS." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.2504.

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Nunez, Alvaro Javier, Ernest Sayapov, Ahmed Benchekor, Nasser Khalfan Al Husaini, Al Muntaser Al Kendi, Mohamed Amin Khalil, Asma Ali Salim Al Awaisi, and Sharifa Saif Al Kharusi. "Post Frac Cleanout and Plug Milling Optimization Strategy. Successful Implementation in Extremely Depleted Wells in the Sultanate of Oman." In SPE Annual Technical Conference and Exhibition. SPE, 2021. http://dx.doi.org/10.2118/206147-ms.

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Abstract Post frac cleanout and milling operations are considered some of the most critical activities that leverage on the operational benefits of coiled tubing. Therefore, they deserve the highest focus on continuous improvement and planning since the associated efficiency gains are often immediately quantifiable. This paper will focus on the improvement and optimization of post frac cleanout and milling strategies in extremely depleted wells in the Sultanate Of Oman. The gains from such optimization helped improve wells delivery and overall performances. Plug and perf methodology is still the preferred placement method of hydraulic fractures. One of the main challenges in depleted wells is the need for cleanout and plug milling after each stage to avoid risk of CT becoming stuck either differentially due to depletion or mechanically with plug cuttings in case circulation is lost. For years the frac and mill concept was adopted to complete those wells, resulting in frequent delays to frac operations and huge cost impact to the overall project. An efficiency improvement plan was agreed upon to address this particular challenge. A step-by-step strategy improvement plan was developed via in-depth analysis of frac initiation and reservoir characteristics in order to combine together multiple stages of post-frac cleanout and milling activities. This was done through unique software simulations and fluid selection criteria to achieve the lowest possible bottom hole pressure to minimize the losses in addition to the highest possible lifting velocity and best carrying medium conditions. Moreover, the utilization of engineered fluid solutions with foaming agent and foam generator have demonstrated significant added value through enhancement of carrying fluid properties while achieving the lowest possible settling velocity, which in turn lead to the highest possible velocity factor. After completing the agreed optimization plan, a post frac cleanout with 6-plug milling was performed in a single combined stage instead of multiple individual stages. This improvement reduced the overall frac operation for 6 stages from nearly 30-35 days to 19-20 days. Understanding the field and reservoir pressures in addition to fluid selection for both post frac cleanout and milling operation is crucial to successful implementation of this methodology. This achievement was delivered through a collaboration between many different business units from design to execution and it will help Petroleum Development Oman PDO on the future planning of hydraulic fracturing activity. The completion of the entire wells (well delivery) was achieved in a significantly shorter period of time compared to previous wells; this is reflected on actual cost reduction of more than 20% of total cost/AFE.
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Yadav, Anurag, Omar Abdelazeem, Mohamed Chebab, Atef Shata, Ahmad Al-Othman, and Mohammad Al-Mulaify. "Rotary Steerable System Design Optimisation with Roller Reamers Prevents Stuck Pipe Events." In International Petroleum Technology Conference. IPTC, 2021. http://dx.doi.org/10.2523/iptc-21307-ms.

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Abstract An increasing deployment of rotary steerable system to drill through complex reservoirs demands considerable gains in operating efficiency. It is a known fact that one of the main drilling challenges faced by oil & gas industry is stuck pipe. The risk of stuck pipe is particularly elevated when using a rotary steerable system tool to drill through formations having geo-mechanical instability and alternating hard-soft interbedded layers. This elevated risk is due to the pivot stabilizers, typically used on such tools which have a limited flow by-pass area and high side loads at the contact points with formation. This study showcases how in geo-mechanically unstable formations, a stabilizer in a rotary steerable system tool can be replaced with a roller reamer technology to reduce stuck pipe events while still delivering steerability objectives. Roller reamers are known to deliver reduced contact forces and torque. The analysis focuses on how roller reamer technology was used to prevent rotary stalling of a drill string while drilling, which inadvertently had been a root cause in most stuck events. It also describes how BHA was optimized to achieve directional objective. Further, it discusses how drilling execution and monitoring procedures were modified to ensure stuck pipe is avoided without compromising directional yield of the BHA. Results are presented from actual wells, demonstrating an outstanding achievement of no stuck events on 4 back to back wells after multiple incidents of stuck pipe and lost in hole on previous wells. The best practices followed to ensure safe drilling are explored to highlight roles played by roller reamer replacement of pivot stabilizer in rotary steerable system tool, BHA optimization and real time drilling monitoring. Results prove that an engineered application of proper BHA design and effective drilling execution & monitoring can deliver efficient operations, even in most complex drilling environments.
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Gubitosa, Marco, Jan Anthonis, Nicolas Albarello, and Wim Desmet. "A Computer Aided Engineering Approach for the Optimal Design of an Active Suspension System." In ASME 2009 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2009. http://dx.doi.org/10.1115/detc2009-86325.

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Within companies dealing with the automotive market, and in particular for product designers, the usage of numerical simulations is a well established technique to help achieving faster development cycles. Focusing on the very first phase of the design development chain conceptual (ID) modeling software is better suited. Furthermore considering the multiphysics nature of vehicle subsystems, a multidisciplinary system modeling tool is required, which has to be enriched with optimization capabilities in order to produce a suitable design of complex systems involving multiphysics functionalities (for instance for active safety and energy management). The purpose of this paper is to summarize a procedure that has been applied for the optimal design of an active suspension with hydraulic actuation, governed by a general control strategy based on the sky-hook approach, to be manufactured by Tenneco. A 15 Degrees of Freedom (DOF) vehicle model, built in a commercially available 1D simulation environment, has been validated as a first step towards achieving a good correlation with experimental results obtained on the test tracks. As a next step, the sky-hook based control strategy was implemented to take into account the active behavior of the system, and to define the load profiles acting on the suspension dampers while the vehicle is virtually tested on ride roads. Optimization loops were performed in a nested architecture in order to define the optimal gains needed to meet certain performance requirements dictated by the vehicle manufacturer. A detailed model of the damping system was implemented in LMS Imagine.Lab AMESim capturing its multidisciplinary nature including mechanical, hydraulic and electrical aspects. The mission profiles (force-velocity couples at the dampers) were used as input to the simulations to investigate the damping system design parameters considering performance achievement and energy efficiency goals. The results of this project have been used by Tenneco as guidelines for the physical prototype implementation of the active suspension system.
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Kurdi, M. El, M. de Kersauson, W. Daney de Marcillac, H. Bertin, E. Martincic, A. Bosseboeuf, G. Beaudoin, et al. "Mechanical tensile strain engineering of Ge for gain achievement." In 2010 7th IEEE International Conference on Group IV Photonics (GFP). IEEE, 2010. http://dx.doi.org/10.1109/group4.2010.5643431.

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Sepehri, Amin, and Brent Nelson. "Analysis of Round Trip Efficiency of Thermal Energy Storage in Northern Arizona." In ASME 2019 Power Conference. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/power2019-1860.

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Abstract Energy storage systems provide a variety of benefits, including taking better advantage of renewable electricity when available and smoothing demand by shifting demand peaks to times when electricity prices and demand are lower. When low electricity demand occurs during the nighttime, system wide advantages also occur. These lower nighttime ambient temperatures lead to efficiency improvements throughout the grid, including power generators, transmission and distribution systems, chillers, etc. An analysis of ice thermal energy storage carried out by T. Deetjen et al. in 2018 analyzed fuel consumption of the power generation fleet for meeting cooling demand in buildings as a function of ambient temperature, relative humidity, transmission and distribution current, and baseline power plant efficiency. Their results showed that the effective round trip efficiency for ice thermal energy storage could exceed 100% due to the efficiency gains of nighttime operation. However, their analysis was performed on a case study in Dallas, where relatively high humidities lead to a relatively small diurnal temperature variation during the cooling season. In order to expand on this limitation, our study extends this analysis to a mountain west climate, using northern Arizona as a case study. The climate of the mountain west has several key differences from that of the Dallas case study in the previous work, including lower relative humidity, higher diurnal temperature variation, and near- and below-freezing nighttime temperatures during shoulder seasons that also exhibit cooling demand in buildings. To address these differences, this paper updates the models of Deetjen et al. to consider generator fleet efficiency and chiller/icemaking COP for local weather characteristics relevant to the mountain west, as well as considering the differences between fuel mixes of the generator fleet in nighttime and daytime. Compared to Dallas, the larger temperature variation of northern Arizona leads to higher round trip efficiencies (RTE) over the course of the year in most days of the year (e.g. 313 days of the year in northern Arizona in comparison with 182 days in Dallas), demonstrating frequent achievement of over 100% effective round trip efficiency. The presence of a mature commercial market and the possibility of gaining over 100% effective round trip efficiency create a strong case for cooling thermal energy storage as an energy storage approach. Future work will investigate emissions impacts as well as extend the analysis to additional western climates, including the hot dry and marine climates.
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Feng, Weizhong, and Li Li. "The Introduction and Analysis of the World’s First High-Temperature Retrofit Project on a Subcritical Coal-Fired Power Unit." In ASME 2021 Power Conference. American Society of Mechanical Engineers, 2021. http://dx.doi.org/10.1115/power2021-65650.

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Abstract Global warming concerns have pushed coal-fired power plants to develop innovative solutions which reduce CO2 emissions by increasing efficiency. While new ultra-supercritical units are built with extremely high efficiency, with Pingshan II approaching 50% LHV[1], subcritical units with much lower efficiency are a major source of installed capacity. The typical annual average net efficiency of subcritical units in China is about 37% LHV, and some are lower than 35% LHV. Since the total subcritical capacity in China is about 350GW and accounts for over one third of its total coal-fired power capacity, shutting all subcritical units down is not practical. Finding existing coal-fired plants a cost-effective solution which successfully combines advanced flexibility with high efficiency and low emissions, all while extending service lives, has challenged energy engineers worldwide. However, the (now proven) benefits a high temperature upgrade offers, compared to new construction options, made this an achievement worth pursuing. After many years of substantial incremental improvements to best-in-class technology, this first-of-its-kind subcritical high temperature retrofit successfully proves that a technically and economically feasible solution exists. It increases the main and reheat steam temperatures from 538°C (1000°F) to 600°C (1112°F), and the plant cycle and turbine internal efficiencies are greatly improved. This upgrade’s greatest efficiency gains occur at low loads, which is important as fossil plants respond to renewable energy’s increased grid contributions. These are combined with best-in-class flexibility, energy-savings, and technological advances, i.e., flue gas heat recovery technology and generalized regeneration technologies [4]. This project, the world’s first high-temperature subcritical coal-fired power plant retrofit, was initiated in April 2017 and finished in August 2019. Performance reports created by Siemens and GE record unit net efficiency at rated conditions improved from 38.6% to 43.5% LHV. The boiler’s lowest stable combustion load with operational SCR, without oil-firing support, was reduced from 55% to 19%. Substitution or upgrading of high-temperature components extended the lifetime of the unit by more than 30 years. At a third of the cost of new construction, this project set a high-water-mark for retrofitting subcritical units, and meets or supports the requisite attributes for Coal FIRST, Coal Plant of the Future, proposed by the United States Department of Energy (DOE) in 2019 [2].
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Mizutani, Yosuke, and Seiichiro Katsura. "Achievement of high scaling gain macro-micro bilateral control system." In IECON 2013 - 39th Annual Conference of the IEEE Industrial Electronics Society. IEEE, 2013. http://dx.doi.org/10.1109/iecon.2013.6699785.

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Reports on the topic "Achievement Gains"

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Filmer, Deon, James Habyarimana, and Shwetlena Sabarwal. Teacher Performance-Based Incentives and Learning Inequality. Research on Improving Systems of Education (RISE), September 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/047.

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This study evaluates the impacts of low-cost, performance-based incentives in Tanzanian secondary schools. Results from a two-phase randomized trial show that incentives for teachers led to modest average improvements in student achievement across different subjects. Further, withdrawing incentives did not lead to a “discouragement effect” (once incentives were withdrawn, student performance did not fall below pre-baseline levels). Rather, impacts on learning were sustained beyond the intervention period. However, these incentives may have exacerbated learning inequality within and across schools. Increases in learning were concentrated among initially better-performing schools and students. At the same time, learning outcomes may have decreased for schools and students that were lower performing at baseline. Finally, the study finds that incentivizing students without simultaneously incentivizing teachers did not produce observable learning gains.
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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.

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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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Blackton, Rhona. A study of the correlation between the degree of acculturation and scholastic achievement and English gain of ESL students, grades 2-5, Beach School, Portland, Oregon. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5442.

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Datta, Sandip, and Geeta Kingdon. Class Size and Learning: Has India Spent Too Much on Reducing Class Size? Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/059.

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This paper examines the efficacy of class-size reductions as a strategy to improve pupils’ learning outcomes in India. It uses a credible identification strategy to address the endogeneity of class-size, by relating the difference in a student’s achievement score across subjects to the difference in his/her class size across subjects. Pupil fixed effects estimation shows a relationship between class size and student achievement which is roughly flat or non-decreasing for a large range of class sizes from 27 to 51, with a negative effect on learning outcomes occurring only after class size increases beyond 51 pupils. The class-size effect varies by gender and by subject-stream. The fact that up to a class-size of roughly 40 in science subjects and roughly 50 in non-science subjects, there is no reduction in pupil learning as class size increases, implies that there is no learning gain from reducing class size below 40 in science and below 50 in non-science. This has important policy implications for pupil teacher ratios (PTRs) and thus for teacher appointments in India, based on considerations of cost-effectiveness. When generalised, our findings suggest that India experienced a value-subtraction from spending on reducing class-sizes, and that the US$3.6 billion it spent in 2017-18 on the salaries of 0.4 million new teachers appointed between 2010 and 2017 was wasteful spending rather than an investment in improving learning. We show that India could save US$ 19.4 billion (Rupees 1,45,000 crore in Indian currency) per annum by increasing PTR from its current 22.8 to 40, without any reduction in pupil learning.
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Roschelle, Jeremy, Britte Haugan Cheng, Nicola Hodkowski, Julie Neisler, and Lina Haldar. Evaluation of an Online Tutoring Program in Elementary Mathematics. Digital Promise, April 2020. http://dx.doi.org/10.51388/20.500.12265/94.

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Many students struggle with mathematics in late elementary school, particularly on the topic of fractions. In a best evidence syntheses of research on increasing achievement in elementary school mathematics, Pelligrini et al. (2018) highlighted tutoring as a way to help students. Online tutoring is attractive because costs may be lower and logistics easier than with face-to-face tutoring. Cignition developed an approach that combines online 1:1 tutoring with a fractions game, called FogStone Isle. The game provides students with additional learning opportunities and provides tutors with information that they can use to plan tutoring sessions. A randomized controlled trial investigated the research question: Do students who participate in online tutoring and a related mathematical game learn more about fractions than students who only have access to the game? Participants were 144 students from four schools, all serving low-income students with low prior mathematics achievement. In the Treatment condition, students received 20-25 minute tutoring sessions twice per week for an average of 18 sessions and also played the FogStone Isle game. In the Control condition, students had access to the game, but did not play it often. Control students did not receive tutoring. Students were randomly assigned to condition after being matched on pre-test scores. The same diagnostic assessment was used as a pre-test and as a post-test. The planned analysis looked for differences in gain scores ( post-test minus pre-test scores) between conditions. We conducted a t-test on the aggregate gain scores, comparing conditions; the results were statistically significant (t = 4.0545, df = 132.66, p-value < .001). To determine an effect size, we treated each site as a study in a meta-analysis. Using gain scores, the effect size was g=+.66. A more sophisticated treatment of the pooled standard deviation resulted in a corrected effect size of g=.46 with a 95% confidence interval of [+.23,+.70]. Students who received online tutoring and played the related Fog Stone Isle game learned more; our research found the approach to be efficacious. The Pelligrini et al. (2018) meta-analysis of elementary math tutoring programs found g = .26 and was based largely on face-to-face tutoring studies. Thus, this study compares favorably to prior research on face-to-face mathematics tutoring with elementary students. Limitations are discussed; in particular, this is an initial study of an intervention under development. Effects could increase or decrease as development continues and the program scales. Although this study was planned long before the current pandemic, results are particularly timely now that many students are at home under shelter-in-place orders due to COVID-19. The approach taken here is feasible for students at home, with tutors supporting them from a distance. It is also feasible in many other situations where equity could be addressed directly by supporting students via online tutors.
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