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Dissertations / Theses on the topic 'Achievement Gains'

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Published: 4 June 2021
Last updated: 18 February 2022

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Phillips, Deidre Marshall. "The Relationship Between Educational Placement, Instructional Practices, and Achievement Gains of Black Students with Specific Learning Disabilities in Secondary Urban School Settings." FIU Digital Commons, 2012. http://digitalcommons.fiu.edu/etd/593.

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Black students, in general, are underserved academically (Darling-Hammond, 2000; Townsend, 2002) and overrepresented in special education (Donovan & Cross, 2002). Black students with disabilities are further overrepresented in more restrictive educational environments (Skiba, Poloni-Staudinger, Gallini, Simmons & Feggins-Azziz, 2006). Although the National Longitudinal Transition Study 2 (NLTS2) revealed that the academic performance of students with learning disabilities is positively related to the percentage of courses taken in the general education setting (Newman, 2006), the research specifically on placement of Black students with disabilities, particularly at the secondary level, as it relates to academic achievement is lacking. While previous studies have sought to determine which placement is better for students with disabilities, no study was found that specifically examined the impact of placement specific to Black students with specific learning disabilities (SLD) in urban settings (Fore, III, Hagan-Burke, Burke, Boon & Smith, 2008; Rea, McLaughlin & Walther-Thomas, 2002). This study examined educational placement, instructional best practices, and achievement gains of Black students with SLD in urban secondary settings using an ex post facto research design. Achievement, placement, and demographic data were collected and analyzed on approximately 314 Black eighth grade students with SLD. The Teacher Instructional Practices Survey was developed and used to collect and analyze data from the teachers of 78 of these students as it relates to instructional best practices. Results indicate no significant difference in reading but a significant difference in math gains of students served in inclusive settings as compared to resource settings with a small effect size. Also, no significant relationship was found between achievement gains and the reported use of instructional best practices. However, there was a relationship between educational placement and the use of instructional best practices. The results implied that there is a need for training with both general and special education teachers on instructional best practices for SWD and that there should be certain IEP team considerations when making placement decisions for this population of students with disabilities. It is recommended that future research in this area include classroom observations and factors other than test scores to measure growth in achievement.
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12

Chester-d'Albertis, Lynn Marie. "Consequences of no child left behind how retention impacts learning gains on the Florida Comprehensive Assessment Test in a Northwest Florida school district /." [Pensacola, Fla.] : University of West Florida, 2007. http://purl.fcla.edu/fcla/etd/WFE0000096.

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13

Miller, Donna W. "The impact of teacher incentive pay programs on the learning gains of low-performing middle school students." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4668.

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President Barack Obama committed hundreds of millions of dollars to the Teacher Incentive Fund (TIF), yet a few fundamental questions remain unanswered--was the federal program effective? Did student test scores improve? Since the late 19th century, teachers have been paid for their classroom services regardless of how well--or poorly--their students performed. Nearly a century later, advocates of education reform continue to champion teacher compensation policies that link salary to student achievement. Researchers have identified two motivation theories that must be present in order to have a successful incentive pay program: goal theory and expectancy theory. The presence or absence of these theories, have produced mixed results at both the federal and state levels. Although the Florida Department of Education crafted its own statewide incentive pay plan, three public school districts have received multimillion dollar awards via competitive TIF grants. The purpose of this dissertation was to determine if any differences in learning gains existed between the 2008 and 2009 Florida Comprehensive Assessment Test (FCAT) Math scores among the students of math teachers at one urban Central Florida Title I middle school who participated in TIF when compared to the students of math teachers who did not participate in TIF. The dissertation also analyzed FCAT Math scores from 2005 through 2009 in one Central Florida school district to determine if any trends existed among the Title I middle schools participating in TIF; if any trends existed among the Title I middle schools that did not participate in TIF; and if any trends existed between the two groups when compared to each other. The literature review and results of this study found that learning gains existed among students whose teachers participated in TIF. In fact, at one urban Central Florida middle school, students of math teachers who did not participate in TIF also demonstrated learning gains. In addition, seven of the ten Title I middle schools from the same Central Florida district had increased FCAT Math scores with the implementation of the TIF grant along with the three Title I middle school that were not eligible to participate. This research suggested that the teacher incentive program implemented in a Central Florida district had a positive impact on learning gains of low-performing students. The results of the independent-samples tests revealed that there was no statistical difference in the math scores based on participation in TIF. Students of the math teachers who participated in TIF demonstrated at least one year's academic growth. Likewise, the findings were similar for students of teachers who opted not to participate as learning gains increased in this group as well. As a result of these findings, recommendations for further study include end-of-the-year interviews with TIF-eligible teachers whose students had learning gains, but chose not to participate. Suggestions for additional research include surveying teachers whose students had higher scores in the absence of an incentive program, analyzing the test scores of other subject areas, and researching other school districts in Florida that were awarded the TIF grant.
ID: 028916862; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2010.; Includes bibliographical references (p. 118-126).
Ed.D.
Doctorate
Department of Educational Studies
Education
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14

Hauptmann, Paul Andrew. "Evaluating the Use of Course Pairing to Increase Academic Success of Undergraduates." Thesis, NSUWorks, 2015. https://nsuworks.nova.edu/fse_etd/35.

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This applied dissertation assessed pairing undergraduate English courses as an innovative delivery method within developmental English courses. Developmental courses are remedial classes students take due to low standardized test scores. Developmental courses usually do not count for college credit. In this study, a developmental English course was paired with a college course. At times, this pairing method is also called a learning community. The study specifically discussed the effectiveness of pairing a developmental English course with the college credit English course next in the composition sequence for freshman college students. Paired courses were compared to the traditional model of 16-week semesters. This study was initiated due to low course completion rates of students taking a developmental course. The research reviewed indicated the challenges of developmental students and addressed possibilities regarding why students may not have finished courses. The literature review also offered research about course delivery. This study assessed whether or not pairing the two courses at the research location led to a higher course completion rate as compared to students taking the 2 courses in the traditional, separate 16-week semester.
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15

Lusco, Ellen. "A Value-Added Analysis of Teacher Effects on Student Achievement." ScholarWorks@UNO, 2005. http://scholarworks.uno.edu/td/265.

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The purpose of the present study was to examine the effects of teachers on student achievement using a longitudinal analysis. The analysis was based on the value-added assessment system implemented in Tennessee. In order to conduct this study, data were collected for two sets of students in one school district. The first set of students began Kindergarten in Spring 2000-Spring 2001 and continued to third grade in the Spring 2003-Spring 2004. The second set began Kindergarten in Spring 2001-Spring 2002 and went through second grade in the Spring 2003-Spring 2004 school year. Using mixed model ANOVAs modeled after Sanders' work, data were examined in thirteen separate analyses using nine independent variables. Year-to-year language arts differences, math differences, and reading differences on the ITBS were the dependent variables. In all of the year-to-year models, teachers were found to have a profound impact on student achievement. Prior achievement level was found to be another important factor in student achievement, with higher achieving students making consistently higher year-to-year gains than lower-achieving students.
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16

Heshmati, Saeideh. "Actions Speak Louder Than Words: How Should Attributional Feedback be Communicated to Students in Classrooms for the Most Achievement Gain in Mathematics?" Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/581324.

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While the role of attributional feedback on student learning and achievement has been previously studied in laboratory settings, the importance of these types of feedback in real-time classroom settings is yet to be examined. This study attempted at exploring whether attributional feedback is present in interactions between teachers and students in natural classroom settings and how much they contribute to students' achievement in mathematics. Using an observational coding system, 55 one hour mathematics classrooms were coded for three different types of attributional feedback: direct attributional feedback, indirect attributional feedback, and strategy feedback. Direct attributional feedback consisted of explicit statements that were effort-oriented, ability- oriented, or knowing-oriented. Indirect attributional feedback consisted of teacher behavior that implicitly conveyed attributional messages to students. Behaviors such as unsolicited offers of help, giving credit to students, abandoning students, and calling out student name publicly were coded as indirect attributional behavior in this study. In addition, "why", "how", "what" strategy questions and strategy statements were coded as strategy feedback in this study. The results of this study indicated that while both direct and indirect attributional feedback are present in natural classroom settings, there is a significant difference between the number of times each type occurs. Teachers are more likely to convey attributional messages to students through indirect behavior compared to explicit attributional statements. When these types of feedback were examined in a model predicting students' mathematics achievement scores, the results showed that attributional feedback on their own significantly predicted student achievement but when it was combined with strategy feedback a stronger association with achievement scores occurred. Amazingly, it should be noted that in this model, direct attributional feedback indicated a negative association with mathematics achievement whereas indirect attributional feedback and strategy feedback indicated a positive association. These findings reveal that attributional feedback play an important role in student achievement in mathematics and the most effective way to present students with these types of feedback is to convey them indirectly and in combination with strategy feedback.
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17

Miller, Mark. "The relationship between Wechsler Intelligence Scales for Children -- revised variability of subtest scaled scores and reading achievement gain as measured by the Woodcock-Johnson Tests of Educational Achievement -- revised in children with learning disabilities." Scholarly Commons, 1994. https://scholarlycommons.pacific.edu/uop_etds/2281.

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This study identified a sample of children with specific learning disabilities according to Public Law 94-142 criteria. The primary purpose of the study was to examine whether sample member's intravariability of WISC-R subtest scaled scores was related to their reading achievement gain. A second purpose was to determine if any relationship existed between intelligence and reading achievement gain. Eighty-four Resource placed elementary students composed the study sample. They ranged from six to eleven years of age, and were primarily male caucasian. Since 1989, each sample member had been administered the WISC-R once; and , each sample member had been administered the WJTEA-R twice, with at least 12 months separating the two administrations . Results identified no relationship between WSIC-R subtest scaled score scatter and reading achievment gain on the WJTEA-R. A positive correlation was identified be tween intelligence level and academic gains in reading. Important ancillary correlations of significance identified for all subjects included a negative relationship be tween the variable Age and the variables Intelligence , Academic gain, and the WISC-R FD factor . When intelligence was held to within average parameters significant correlations were identified between the variable Achievement and the variables Age and Time (negative), and with the WISC-R FD and VC factors (positive) . Multiple regression analyses indicated the FD factor best able to predict academic gain for this group. It is probable, that in the identification of learning disabled students, that the identification of processing disorders (as with previously sought patterns) is not viable. It may be that the only key characteristics are intellectual level and severe discrepancy.
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18

Blackton, Rhona R. "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." PDXScholar, 1986. https://pdxscholar.library.pdx.edu/open_access_etds/3560.

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The purpose of this study is to determine if a correlation exists between the degree of acculturation and achievement in English, reading and math of English as a Second Language (ESL) students in grades 2 to 5. This study is intended to provide insights about the acculturating ESL student, and suggests how educators can best meet students' needs.
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19

Henderson, Christopher Lee. "Organizational Health and Student Achievement Gains in Elementary Schools." 2007. http://trace.tennessee.edu/utk_graddiss/185.

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With increasing pressures to improve student performance, schools are in need of ways to positively affect student achievement that they can control. The concept of organizational health, which includes academic emphasis, teacher affiliation, collegial leadership, resource influence, and institutional integrity, offers educators an opportunity to gauge the climate of their building and in turn positively affect academic outcomes. Using Hoy and Tarter’s (1997) concept of organizational health in elementary schools as a conceptual framework, this study undertook a mixed method approach to examining the relationship between organizational health and student achievement gains in elementary schools. The Organizational Health Inventory-Elementary Version, a 37 item four-point Likert survey, was given to a sample of 25 elementary schools from a southeastern metropolitan school district. The results of the survey were analyzed with value-added student achievement gains using the Pearson Product Moment Correlation Coefficient. Quantitative analysis revealed inverse relationships between organizational health, the subcategory academic emphasis, and student achievement gains. A direct relationship was found between organizational health and institutional integrity. Interviews and observations were performed at four of the schools, which were selected through purposeful sampling. These schools were selected based on their survey results and value-added achievement scores. Data from the interviews and observations were analyzed according to Merriam’s (1998) constant comparative method. Qualitative data served to verify and expand upon the quantitative findings.
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20

Talib, Othman. "Computer-animated instruction and students' achievement gains in electrochemistry / Othman Talib." 2006. http://hdl.handle.net/2440/38213.

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"December 2006"
Bibliography: leaves 299-333.
xi, 333 leaves :
Title page, contents and abstract only. The complete thesis in print form is available from the University Library.
Thesis (D.Ed.)--University of Adelaide, School of Education, 2007
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21

Niebling, Bradley Christopher. "Achievement test score gains of students with varying academic abilities : the influence of instruction and test alignment /." 2004. http://www.library.wisc.edu/databases/connect/dissertations.html.

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22

Schaeff, Jenny. "The effects of group situation and reward structure on attitudes and achievement gains of students using the micro-computer." Thesis, 1990. http://spectrum.library.concordia.ca/5049/1/MM64744.pdf.

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23

Ansari, Arya. "Young minority children’s gains in early math, literacy, and behavior skills : associations with teacher instruction, parent learning support, and parent involvement." 2013. http://hdl.handle.net/2152/22038.

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There has been growing interest among parents, teachers, researchers, and policymakers in better understanding children’s school readiness and the precise mechanisms by which early care and education programs promote these early skills. Two key, but understudied, mechanisms include preschool instruction and parenting practices. The present study used the Family and Child Experiences Survey (FACES) 2006 cohort and examined whether gains in young children’s (n = 2,308) math, literacy, and behavior problems over the Head Start year were predicted by increased stimulation across children’s homes and school using structural equation modeling. Net of all other factors, parent learning support was uniquely associated with lower levels of behavioral problems and greater math achievement. Although there were no direct effects of parent involvement on child outcomes, the effects of parent involvement on children’s math and behavior were mediated through parent learning support. Children also demonstrated reduced problem behaviors when they received greater teacher instruction. However, the observed benefits for math achievement and reduced problem behaviors appear to be stronger when young children receive stimulation across both the home and school contexts. These findings have implications for children’s early problem behaviors and achievement, suggesting that parenting practices and teacher instruction are important avenues that can promote young children’s early skills. For optimal academic and behavioral outcomes, however, greater effort needs to be coordinated across children’s home and school settings.
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