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Journal articles on the topic 'Achievement Gains'

Author: Grafiati

Published: 4 June 2021

Last updated: 18 February 2022

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1

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

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2

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

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3

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

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4

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

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5

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 perce

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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 (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 inform

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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 (1994): 306–19. http://dx.doi.org/10.1177/0013124594026003008.

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8

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

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9

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

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10

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 (2012): 447–55. http://dx.doi.org/10.1016/j.jecp.2012.06.004.

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11

Nye, Barbara, Spyros Konstantopoulos, and Larry V. Hedges. "How Large Are Teacher Effects?" Educational Evaluation and Policy Analysis 26, no. 3 (2004): 237–57. http://dx.doi.org/10.3102/01623737026003237.

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It is widely accepted that teachers differ in their effectiveness, yet the empirical evidence regarding teacher effectiveness is weak. The existing evidence is mainly drawn from econometric studies that use covariates to attempt to control for selection effects that might bias results. We use data from a four-year experiment in which teachers and students were randomly assigned to classes to estimate teacher effects on student achievement. Teacher effects are estimated as between-teacher (but within-school) variance components of achievement status and residualized achievement gains. Our estim

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12

Carnoy, Martin, and Fabian Arends. "Explaining mathematics achievement gains in Botswana and South Africa." PROSPECTS 42, no. 4 (2012): 453–68. http://dx.doi.org/10.1007/s11125-012-9246-6.

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13

Jensen, Jamie Lee, and Anton Lawson. "Effects of Collaborative Group Composition and Inquiry Instruction on Reasoning Gains and Achievement in Undergraduate Biology." CBE—Life Sciences Education 10, no. 1 (2011): 64–73. http://dx.doi.org/10.1187/cbe.10-07-0089.

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This study compared the effectiveness of collaborative group composition and instructional method on reasoning gains and achievement in college biology. Based on initial student reasoning ability (i.e., low, medium, or high), students were assigned to either homogeneous or heterogeneous collaborative groups within either inquiry or didactic instruction. Achievement and reasoning gains were assessed at the end of the semester. Inquiry instruction, as a whole, led to significantly greater gains in reasoning ability and achievement. Inquiry instruction also led to greater confidence and more posi

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14

Feigenberg, Benjamin, Rui Yan, and Steven Rivkin. "Illusory Gains from Chile's Targeted School Voucher Experiment." Economic Journal 129, no. 623 (2019): 2805–32. http://dx.doi.org/10.1093/ej/uez023.

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Abstract Chile implemented a targeted voucher programme in 2008 that increased funding for disadvantaged students at public and participating private schools by approximately 50%. This reform would be expected to raise average achievement in participating schools and to reduce the achievement gap related to socioeconomic status, and disadvantaged students did make fourth-grade test-score gains exceeding 0.2 standard deviations that other studies have attributed to the programme. However, we find only small increases in resources and school-switching and little evidence of competition-driven im

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15

Pasnak, Robert, Robert Holt, Janice Whitten Campbell, and Lynn McCutcheon. "Cognitive and Achievement Gains for Kindergartners Instructed in Piagetian Operations." Journal of Educational Research 85, no. 1 (1991): 5–13. http://dx.doi.org/10.1080/00220671.1991.10702807.

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16

Berends, Mark, Ellen Goldring, Marc Stein, and Xiu Cravens. "Instructional Conditions in Charter Schools and Students’ Mathematics Achievement Gains." American Journal of Education 116, no. 3 (2010): 303–35. http://dx.doi.org/10.1086/651411.

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17

Boulmetis, John, and Ann Marie Sabula. "Achievement Gains via Instruction that Matches Learning Style Perceptual Preferences." Journal of Continuing Higher Education 44, no. 3 (1996): 15–24. http://dx.doi.org/10.1080/07377366.1996.10400299.

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18

van der Steeg, Marc, and Sander Gerritsen. "Teacher Evaluations and Pupil Achievement Gains: Evidence from Classroom Observations." De Economist 164, no. 4 (2016): 419–43. http://dx.doi.org/10.1007/s10645-016-9280-5.

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19

Linn, Robert L., and Carolyn Haug. "Stability of School-Building Accountability Scores and Gains." Educational Evaluation and Policy Analysis 24, no. 1 (2002): 29–36. http://dx.doi.org/10.3102/01623737024001029.

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A number of states have school-building accountability systems that rely on comparisons of achievement from one year to the next. Improvement of the performance of schools is judged by changes in the achievement of successive groups of students. Year-to-year changes in scores for successive groups of students have a great deal of volatility. The uncertainty in the scores is the result of measurement and sampling error and nonpersistent factors that affect scores in one year but not the next. The level of uncertainty was investigated using fourth grade reading results for schools in Colorado fo

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20

Kuhfeld, Megan, James Soland, Beth Tarasawa, Angela Johnson, Erik Ruzek, and Jing Liu. "Projecting the Potential Impact of COVID-19 School Closures on Academic Achievement." Educational Researcher 49, no. 8 (2020): 549–65. http://dx.doi.org/10.3102/0013189x20965918.

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As the COVID-19 pandemic upended the 2019–2020 school year, education systems scrambled to meet the needs of students and families with little available data on how school closures may impact learning. In this study, we produced a series of projections of COVID-19-related learning loss based on (a) estimates from absenteeism literature and (b) analyses of summer learning patterns of 5 million students. Under our projections, returning students are expected to start fall 2020 with approximately 63 to 68% of the learning gains in reading and 37 to 50% of the learning gains in mathematics relativ

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21

Bass, George, Roger Ries, and William Sharpe. "Teaching Basic Skills through Microcomputer Assisted Instruction." Journal of Educational Computing Research 2, no. 2 (1986): 207–19. http://dx.doi.org/10.2190/kean-rwux-7bl2-fp3v.

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Low achieving students in grades 4–6 were given supplementary microcomputer assisted instruction in reading and mathematics. Students' performance was assessed with a pretest/posttest nonequivalent control group design using standardized achievement and affective tests. Although all microcomputer experimental groups showed statistically significant pretest/posttest gains in reading and mathematics, the control groups using conventional instructional methods also showed similar gains. Analysis of covariance of achievement gains revealed only one experimental group, sixth grade reading, to be st

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22

Saavedra, Juan E., Emma Näslund-Hadley, and Mariana Alfonso. "Remedial Inquiry-Based Science Education: Experimental Evidence From Peru." Educational Evaluation and Policy Analysis 41, no. 4 (2019): 483–509. http://dx.doi.org/10.3102/0162373719867081.

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We present results from the first randomized experiment of a remedial inquiry-based science education program for low-performing elementary students in a developing country. Among third-grade students in 48 low-income public elementary schools in Metropolitan Lima who score in the bottom 50% of their school baseline science distribution, half are randomly assigned to receive remedial inquiry-based science education in after-school sessions, and the remaining half to business as usual control conditions. Assignment to treatment increased endline science achievement by 3 percentiles (0.12 SD) wi

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23

Curby, Timothy W., Laura L. Brock, and Bridget K. Hamre. "Teachers' Emotional Support Consistency Predicts Children's Achievement Gains and Social Skills." Early Education & Development 24, no. 3 (2013): 292–309. http://dx.doi.org/10.1080/10409289.2012.665760.

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24

Forness, Steven R., Kenneth A. Kavale, Donald Guthrie, Thomas E. Scruggs, and Margo A. Mastropieri. "Academic levels and achievement gains of children hospitalized for psychiatric disorders." Child Psychiatry & Human Development 18, no. 2 (1987): 71–81. http://dx.doi.org/10.1007/bf00709951.

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25

Driscoll, Donna, Dennis Halcoussis, and Shirley Svorny. "Gains in standardized test scores: Evidence of diminishing returns to achievement." Economics of Education Review 27, no. 2 (2008): 211–20. http://dx.doi.org/10.1016/j.econedurev.2006.10.002.

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26

Steele, Joe M. "Evaluating College Programs Using Measures of Student Achievement and Growth." Educational Evaluation and Policy Analysis 11, no. 4 (1989): 357–75. http://dx.doi.org/10.3102/01623737011004357.

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Within the context of the national debate on improving the quality of college general education programs, this paper provides a brief review of the validity and reliability of some measures of general education outcomes of college attendance. It reports on research to improve the accuracy of concordance estimates of mean gains based on analysis of 22, 4-year, longitudinal studies, using instruments from the College Outcome Measures Program (COMP). It examines sensitivity to treatment effects of mean gains across all levels of entering ability. It presents evidence that institutions can collect

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27

Henry, Gary T., and Christopher Redding. "The Consequences of Leaving School Early: The Effects of Within-Year and End-of-Year Teacher Turnover." Education Finance and Policy 15, no. 2 (2020): 332–56. http://dx.doi.org/10.1162/edfp_a_00274.

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Using unique administrative data from North Carolina that allow us to separate classroom teacher turnover during the school year from end-of-year turnover, we find students who lose their teacher during the school year have significantly lower test score gains (on average −7.5 percent of a standard deviation unit) than those students whose teachers stay. Moreover, the turnover of other teachers during the year lowers achievement gains, whereas end-of-year teacher turnover appears to have little effect on achievement. The harmful effects of within-year turnover cannot be explained by other extr

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28

Preston, Courtney. "University-Based Teacher Preparation and Middle Grades Teacher Effectiveness." Journal of Teacher Education 68, no. 1 (2016): 102–16. http://dx.doi.org/10.1177/0022487116660151.

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For over two decades, there have been calls to assess the relationship of the features of teacher preparation programs to teacher effectiveness, to provide guidance for program improvement. At the middle grades level, theory suggests that coursework in educational psychology is particularly important for teacher effectiveness. Using 4 years of data from 15 middle grades teacher preparation programs, this study estimates the relationship of their structural features, that is required elements of coursework and fieldwork, to student achievement gains in math and English/Language Arts. Findings s

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29

Friesen, Jane, Ross Hickey, and Brian Krauth. "Disabled Peers and Academic Achievement." Education Finance and Policy 5, no. 3 (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 un

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30

Mills, Carol J., Karen E. Ablard, and William C. Gustin. "Academically Talented Students' Achievement in a Flexibly Paced Mathematics Program." Journal for Research in Mathematics Education 25, no. 5 (1994): 495–511. http://dx.doi.org/10.5951/jresematheduc.25.5.0495.

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Third- through sixth-grade mathematically talented students (n = 306) enrolled in a flexibly paced mathematics course made achievement gains far beyond the normative gains expected over a one-year period. When compared to students several grade levels higher, these highly able students gained as much as 46 percentile points from pre- to posttesting. Above-grade-level testing revealed that the students possessed a wide range of mathematics knowledge prior to entering the course with some students scoring at exceptionally high levels. With an individualized learning pace, some students as young

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31

Weller, L. David, Shawn Carpenter, and C. Thomas Holmes. "Achievement Gains of Low-Achieving Students Using Computer-Assisted vs Regular Instruction." Psychological Reports 83, no. 3 (1998): 834. http://dx.doi.org/10.2466/pr0.1998.83.3.834.

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One school used computer-assisted instruction for 63 low-achieving students in Grade 5. Another school used traditional instruction for 48 low-achieving students in Grade 5. Higher posttest scores for the former were attributed to daily computer-assisted instruction.

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32

Ding, Cody S., and Mark L. Davison. "A longitudinal study of math achievement gains for initially low achieving students." Contemporary Educational Psychology 30, no. 1 (2005): 81–95. http://dx.doi.org/10.1016/j.cedpsych.2004.06.002.

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33

Ballou, Dale, and Matthew G. Springer. "Has NCLB Encouraged Educational Triage? Accountability and the Distribution of Achievement Gains." Education Finance and Policy 12, no. 1 (2017): 77–106. http://dx.doi.org/10.1162/edfp_a_00189.

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The No Child Left Behind Act (NCLB) has been criticized for encouraging schools to neglect students whose performance exceeds the proficiency threshold or lies so far below it that there is no reasonable prospect of closing the gap during the current year. We examine this hypothesis using longitudinal data from 2002–03 through 2005–06. Our identification strategy relies on the fact that as NCLB was phased in, states had some latitude in designating which grades were to count for purposes of a school making adequate yearly progress. We compare the mathematics achievement distribution in a grade

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34

WELLER, L. DAVID. "ACHIEVEMENT GAINS OF LOW-ACHIEVING STUDENTS USING COMPUTER-ASSISTED VS REGULAR INSTRUCTION." Psychological Reports 83, no. 7 (1998): 834. http://dx.doi.org/10.2466/pr0.83.7.834-834.

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35

Lekwa, Adam J., Linda A. Reddy, Christopher M. Dudek, and Anh N. Hua. "Assessment of teaching to predict gains in student achievement in urban schools." School Psychology 34, no. 3 (2019): 271–80. http://dx.doi.org/10.1037/spq0000293.

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36

Hofer, Kerry G., Dale C. Farran, and Tracy Payne Cummings. "Preschool children's math-related behaviors mediate curriculum effects on math achievement gains." Early Childhood Research Quarterly 28, no. 3 (2013): 487–95. http://dx.doi.org/10.1016/j.ecresq.2013.02.002.

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37

Torres, Marcela M., Celene E. Domitrovich, and Karen L. Bierman. "Preschool interpersonal relationships predict kindergarten achievement: Mediated by gains in emotion knowledge." Journal of Applied Developmental Psychology 39 (July 2015): 44–52. http://dx.doi.org/10.1016/j.appdev.2015.04.008.

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38

Carlisle, Joanne F., Ben Kelcey, Brian Rowan, and Geoffrey Phelps. "Teachers’ Knowledge About Early Reading: Effects on Students’ Gains in Reading Achievement." Journal of Research on Educational Effectiveness 4, no. 4 (2011): 289–321. http://dx.doi.org/10.1080/19345747.2010.539297.

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39

Darling-Hammond, Linda, Deborah J. Holtzman, Su Jin Gatlin, and Julian Vasquez Heilig. "Does Teacher Preparation Matter? Evidence about Teacher Certification, Teach for America, and Teacher Effectiveness." education policy analysis archives 13 (October 12, 2005): 42. http://dx.doi.org/10.14507/epaa.v13n42.2005.

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Recent debates about the utility of teacher education have raised questions about whether certified teachers are, in general, more effective than those who have not met the testing and training requirements for certification, and whether some candidates with strong liberal arts backgrounds might be at least as effective as teacher education graduates. This study examines these questions with a large student-level data set from Houston, Texas that links student characteristics and achievement with data about their teachers' certification status, experience, and degree levels from 1995-2002. The

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40

Schueler, Beth E., Joshua S. Goodman, and David J. Deming. "Can States Take Over and Turn Around School Districts? Evidence From Lawrence, Massachusetts." Educational Evaluation and Policy Analysis 39, no. 2 (2017): 311–32. http://dx.doi.org/10.3102/0162373716685824.

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The Every Student Succeeds Act (ESSA) requires states to identify and turn around struggling schools, with federal school improvement money required to fund evidence-based policies. Most research on turnarounds has focused on individual schools, whereas studies of district-wide turnarounds have come from relatively exceptional settings and interventions. We study a district-wide turnaround of a type that may become more common under ESSA, an accountability-driven state takeover of Massachusetts’s Lawrence Public Schools (LPS). A differences-in-differences framework comparing LPS to demographic

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41

Reddy, Linda A., Adam Lekwa, Christopher Dudek, Ryan Kettler, and Anh Hua. "Evaluation of Teacher Practices and Student Achievement in High-Poverty Schools." Journal of Psychoeducational Assessment 38, no. 7 (2020): 816–30. http://dx.doi.org/10.1177/0734282920913394.

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This investigation examined whether teacher practices, as measured by the Classroom Strategies Assessment System (CSAS), were associated with students’ proficiency and gain scores, as measured by the Measure of Academic Progress (MAP), in 13 high-poverty charter schools in New Jersey. Results from two-level hierarchical linear models, fitted to a sample of 2,188 Kindergarteners through eighth-grade students in 110 classrooms, revealed that instructional and behavior management strategies on the CSAS were associated with (a) MAP gains in mathematics but not in reading and (b) MAP Rasch Unit (RI

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42

Abdulkadiroğlu, Atila, Joshua D. Angrist, Peter D. Hull, and Parag A. Pathak. "Charters without Lotteries: Testing Takeovers in New Orleans and Boston." American Economic Review 106, no. 7 (2016): 1878–920. http://dx.doi.org/10.1257/aer.20150479.

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Charter takeovers are traditional public schools restarted as charter schools. We develop a grandfathering instrument for takeover attendance that compares students at schools designated for takeover with a matched sample of students attending similar schools not yet taken over. Grandfathering estimates from New Orleans show substantial gains from takeover enrollment. In Boston, grandfathered students see achievement gains at least as large as the gains for students assigned charter seats in lotteries. A non-charter Boston turnaround intervention that had much in common with the takeover strat

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43

Silva, Jack P., George P. White, and Roland K. Yoshida. "The Direct Effects of Principal–Student Discussions on Eighth Grade Students’ Gains in Reading Achievement." Educational Administration Quarterly 47, no. 5 (2011): 772–93. http://dx.doi.org/10.1177/0013161x11404219.

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Purpose: School effectiveness and instructional leadership research over the past 30 years has largely concluded that principal effects on student achievement are small and indirect. It has been assumed that the principal effect is important but mediated through other school factors. Findings: This experimental study found that one-on-one discussions between a principal and a nonproficient student that focused on the student’s 2008 reading score and a goal for his or her 2009 reading score had a direct and significant effect on the student’s subsequent reading achievement gains on a state read

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44

Fisher, Douglas, and Donna Kopenski. "Using Item Analyses and Instructional Conversations to Improve Mathematics Achievement." Teaching Children Mathematics 14, no. 5 (2007): 278–82. http://dx.doi.org/10.5951/tcm.14.5.0278.

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The significant gains in student achievement in an urban elementary school when teachers worked together to develop, administer, and review assessment items. In grade-level teams, teachers completed item analyses and engaged in instructional conversations about students' needed instruction. Readers of this article will learn how to plan for, write, and assess student assessments to guide teaching and student learning.

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45

Bharadwaj, Prashant, Katrine Vellesen Løken, and Christopher Neilson. "Early Life Health Interventions and Academic Achievement." American Economic Review 103, no. 5 (2013): 1862–91. http://dx.doi.org/10.1257/aer.103.5.1862.

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This paper studies the effect of improved early life health care on mortality and long-run academic achievement in school. We use the idea that medical treatments often follow rules of thumb for assigning care to patients, such as the classification of Very Low Birth Weight (VLBW), which assigns infants special care at a specific birth weight cutoff. Using detailed administrative data on schooling and birth records from Chile and Norway, we establish that children who receive extra medical care at birth have lower mortality rates and higher test scores and grades in school. These gains are in

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46

Valadez, Dolores, Julián Betancourt, Juan Francisco Flores Bravo, Elena Rodríguez-Naveiras, and Africa Borges. "Evaluation of the Effects of Grouping High Capacity Students in Academic Achievement and Creativity." Sustainability 12, no. 11 (2020): 4513. http://dx.doi.org/10.3390/su12114513.

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The objective of this research was to determine the effect of grouping on the academic performance and creativity of 87 students from the Jalisco educational center for high abilities (CEPAC). Gains in academic performance and creativity due to grouping were hypothesized to be correlated with time spent at CEPAC. The Creative Imagination Test for Children (PIC-N) and for young people (PIC-J) were used, as well as the scores obtained in Spanish, mathematics and the general average at the entrance to the center at the end of the 2019 school year. The test was applied collectively to students whe

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47

Shuster, Catherine. "Re-Examining Exit Exams: New Findings from the Education Longitudinal Study of 2002." education policy analysis archives 20 (January 30, 2012): 3. http://dx.doi.org/10.14507/epaa.v20n3.2012.

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Using the nationally representative, cohort-based data of the Education Longitudinal Study of 2002 (ELS:02), this study employs multiple regression to examine the effects of exit exams on student achievement and school completion. This study finds that exit exams as a whole do not have substantial effects on student achievement in mathematics, twelfth grade GPA, or school completion. Standards-based exams are a positive predictor of dropping out of school but lose their predictive power once GED recipients are coded as completing school. Exit exams do not affect GED seeking and acquisition. Wh

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48

Wilson, Mark, P. J. Hallam, Raymond L. Pecheone, and Pamela A. Moss. "Evaluating the Validity of Portfolio Assessments for Licensure Decisions." Education Policy Analysis Archives 22 (February 10, 2014): 6. http://dx.doi.org/10.14507/epaa.v22n6.2014.

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This study examines one part of a validity argument for portfolio assessments of teaching practice used as an indicator of teaching quality to inform a licensure decision. We investigate the relationship among portfolio assessment scores, a test of teacher knowledge (ETS’s Praxis I and II), and changes in student achievement (on Touchstone’s Degrees of Reading Power Test [DRP]). Key questions are the extent to which the assessment of teaching practice (a) predict gains in students’ achievement and (b) contribute unique information to this prediction beyond what is contributed by the tests of t

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49

Martin, Andrew J., and Andrew J. Elliot. "The role of personal best (PB) goal setting in students' academic achievement gains." Learning and Individual Differences 45 (January 2016): 222–27. http://dx.doi.org/10.1016/j.lindif.2015.12.014.

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50

Lee, Okhee, Randall Penfield, and Jaime Maerten-Rivera. "Effects of fidelity of implementation on science achievement gains among english language learners." Journal of Research in Science Teaching 46, no. 7 (2009): 836–59. http://dx.doi.org/10.1002/tea.20335.

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