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Journal articles on the topic "School principals Texas assessment of academic skills"
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Ullah, Obaid, Umair Arshad, and Uzma Malik. "How School Leader Implement the Curriculum? Problems, Prospects, and Way Forward." Global Educational Studies Review VI, no. I (March 30, 2021): 314–30. http://dx.doi.org/10.31703/gesr.2021(vi-i).32.
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The principal has a multidimensional role, which includes academic management, providing a suitable environment for learning, maintaining proper institutional discipline and the implementation of the curriculum in their academic institutions. The aim of the study was to explore the role of principals in the implementation of the curriculum in the school. The nature of the study was descriptive in nature, having 77 secondary school principals constitutes the population of the study, of which 70 principals were taken as a sample of the study using standardized sample size determination techniques. The data was collected through a validated closed-ended questionnaire with a 5-point Likert scale. The collected data were analyzed using chi-square statistics. The results reveal that the opportunities were provided to staff members for the development of skills and attitudes to support curriculum implementation, the curriculum materials were used to diagnose the potential barriers in the process of curriculum implementation, and the principal provides facilities for the development of standard assessment plans to implement the curriculum.
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Jaska, Patrick, Patrick Hogan, and Zhezhu Wen. "Academic Accountability In Texas Public Schools: 2003-2007." Contemporary Issues in Education Research (CIER) 2, no. 4 (January 10, 2011): 59. http://dx.doi.org/10.19030/cier.v2i4.1072.
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This study examines factors affecting test scores in a sample of thirty-seven Texas public high schools from 2003 to 2007 since the implementation of the No Child Left Behind (NCLB) Act of 2001. The schools were chosen based upon similar tax rates and district sizes. The Texas Assessment of Knowledge and Skills (TAKS) test was implemented in 2003 to measure the performance of Texas public high school students. Schools are rewarded for high performance based upon the student scores on the TAKS test, which is administered once per year. Much of the debate on student and school accountability has centered on the importance of student performance on the standardized TAKS test. Those who oppose testing say that teachers and administrators may simply narrow the curriculum and teach the test. Proponents of testing feel that accountability will give administrators and teachers incentives to help students learn. As a result, many school districts in Texas have increasingly put pressure on teachers to improve test scores.
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Segara, Nuansa Bayu, Enok Maryani, Nana Supriatna, and Mamat Ruhimat. "INVESTIGATED THE IMPLEMENTATION OF MAP LITERACY LEARNING MODEL." Geosfera Indonesia 3, no. 2 (August 28, 2018): 146. http://dx.doi.org/10.19184/geosi.v3i2.7808.
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This article presents the results of the first implementation of map literacy learning model in middle school classes - this is the preliminary test. The implementation of this learning model will gain optimal results when it is conducted by following all the component of the model such as the syntax, theoretical framework, social system, teachers' roles, and support system. After the model implementation has been completed, the results showed that there was significantly different in students' spatial thinking skills before and after the treatment. However, the implementation also revealed that the model has some technical issues and thus to be improved. In a social system revision, the teacher has to be flexibly provide scaffolding every time he/she sees that the students need it. Teacher's book is significantly important to help a teacher lead the learning process. After improvement of the model has been completed, then it is ready to be implemented in the main field testing stage.
Keywords: map literacy, social studies learning, spatial thinking
References
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Adeyemi, S. B., & Cishe, E. N. (2015). Effects of Cooperative and Individualistic Learning Strategies on Students’ Map Reading and Interpretation. International Journal of Arts & Sciences, 8(7), 383–395.
Bednarz, S. W., Acheson, G., & Bednarz, R. S. (2006). Maps and Map Learning in Social Studies. Social Education, 70(7), 398–404. http://doi.org/10.4324/9780203841273
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Durmuş, Y. T. (2016). Effective Learning Environment Characteristics as a requirement of Constructivist Curricula: Teachers’ Needs and School Principals’ Views. International Journal of Instruction, 9(2), 183–198. http://doi.org/10.12973/iji.2016.9213a
Fani, T., & Ghaemi, F. (2011). Implications of Vygotsky ’ s Zone of Proximal Development ( ZPD ) in Teacher Education : ZPTD and Self-scaffolding. Procedia - Social and Behavioral Sciences, 29(Iceepsy), 1549–1554. http://doi.org/10.1016/j.sbspro.2011.11.396
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Huynh, N. T., & Sharpe, B. (2013). An Assessment Instrument to Measure Geospatial Thinking Expertise An Assessment Instrument to Measure Geospatial Thinking Expertise. Journal of Geography, 112(October 2014), 3–41. http://doi.org/10.1080/00221341.2012.682227
Ishikawa, T. (2012). Geospatial Thinking and Spatial Ability: An Empirical Examination of Knowledge and Reasoning in Geographical Science. The Professional Geographer, (July 2015), 121018062625002. http://doi.org/10.1080/00330124.2012.724350
Jessie A. (1951). Maps and Slow-Learners. Journal of Geography, 50:4, 145-149, DOI: 10.1080/00221345108982661
Jo, I., Bednarz, S., & Metoyer, S. (2010). Selecting and Designing Questions to Facilitate Spatial Thinking. The Geography Teacher, 7(2), 49–55. http://doi.org/10.1080/19338341.2010.510779
Joyce, B.R., Weil, M., & Calhoun, E. (2014). Models of Teaching (8th Ed). New Jersey: Pearson Education.
Key, L.V., Bradley, J.A., & Bradley, K.A. (2010).Stimulating Instruction in Social Studies. The Social Studies, 101:3, 117-120, DOI: 10.1080/00377990903283932
Leinhardt, G., Stainton, C., & Bausmith, J. M. (1998). Constructing Maps Collaboratively. Journal of Geography, 97(1), 19–30. http://doi.org/10.1080/00221349808978821
Logan, J. R. (2012). Making a Place for Space: Spatial Thinking in Social Science. Annual Review of Sociology, 38(1), 507–524. http://doi.org/10.1146/annurev-soc-071811-145531
Logan, J. R., Zhang, W., & Xu, H. (2010). Applying spatial thinking in social science research. GeoJournal, 75(1), 15–27. http://doi.org/10.1007/s10708-010-9343-0
National Reseach Council. (2006). Learning to Think spatially. Washington, D.C.: The National Academic Press. Retrieved from www.nap.edu
NCSS. (2016). A Vision of Powerful Teaching and Learning in the Social Studies, 80(3), 180–182.
Saekhow, J. (2015). Steps of Cooperative Learning on Social Networking by Integrating Instructional Design based on Constructivist Approach. Procedia - Social and Behavioral Sciences, 197(February), 1740–1744. http://doi.org/10.1016/j.sbspro.2015.07.230
Uttal, D. H. (2000). Maps and spatial thinking: a two-way street. Developmental Science, 3(3), 283–286. http://doi.org/10.1111/1467-7687.00121
Verma, K. (2014). Geospatial Thinking of Undergraduate Students in Public Universities in The United States. Texas State University.
Wiegand, P. (2006). Learning and Teaching with Maps. London and New York: Routledge Taylor & Francis Group. Retrieved from http://cataleg.udg.edu/record=b1373859~S10*cat
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Espinoza, Jose A. "School Sponsored Extracurricular Activities and Math Achievement among Hispanic Students." Journal of Youth Development 6, no. 2 (June 1, 2011): 48–57. http://dx.doi.org/10.5195/jyd.2011.187.
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Differences in math achievement between Hispanic eighth grade students who participated in school sponsored extracurricular activities and Hispanic eighth grade students who did not participate in school sponsored extracurricular activities at an inner-city campus in the State of Texas were examined for the 2008-2009 academic year. The Texas Assessment of Knowledge and Skills (TAKS) Math exam served as the measure of student achievement. Hispanic eighth grade students who were involved in extracurricular activities had statistically significantly higher scores as well as higher passing percentages than did Hispanic eighth grade students who were not involved in extracurricular activities on the TAKS Math exam. Implications are presented and recommendations for future research are made.
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Zenda, Rekai, and Johanna G. Ferreira. "IMPROVING ACADEMIC ACHIEVEMENT OF SCIENCE LEARNERS IN RURAL SCHOOLS THROUGH ASSESSMENT PRACTICES: A SOUTH AFRICAN CASE STUDY." Journal of Baltic Science Education 15, no. 4 (August 25, 2016): 523–31. http://dx.doi.org/10.33225/jbse/16.15.523.
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This research was embarked on to explore the underperformance of Physical Sciences learners and the subsequent increasing unpopularity of the subject in South African rural schools. As poor academic achievement in science is a concern in many countries and not only in South Africa, qualitative research was undertaken to determine whether assessment can contribute to the improvement of learners’ academic achievement in this particular school subject. The research uses the Cultural and Historical Activity Theory as theoretical lens to analyse how assessment can improve the academic achievement of learners. Data were collected by means of face-to-face interviews with teachers, school principals and subject advisers, the “community” as advocated by the Activity Theory, while focus-group interviews were held with the learners who are the “subjects” in the Activity Theory. Verbatim findings highlight the views of participants and reveal that though efforts are made to incorporate a variety of informal assessment methods, key issues such as poor formulation of questions, weak comprehension skills and unsatisfactory interpretation of questions, remain a problem. Based on these findings, recommendations for improvement are proposed. Key words: case study; improving science achievement; physical sciences assessment; rural schools
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Gordon, Stephen P., and Marianne Reese. "High-Stakes Testing: Worth the Price?" Journal of School Leadership 7, no. 4 (July 1997): 345–68. http://dx.doi.org/10.1177/105268469700700402.
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The Texas Assessment of Academic Skills (TAAS) is a classic case of the high-stakes test, accompanied by rewards for high performing schools and sanctions for lower performing schools. In this study, over 100 teachers from Texas school districts completed open-ended surveys on how they prepare students for TAAS and the effects of the test on students, teachers, and schools. Twenty of the survey respondents engaged in interviews to gather in-depth data on their perceptions of TAAS. Results provide preliminary indications that, for many schools, high-stakes testing has become the object rather than the measure of teaching and learning, with negative side effects on curriculum, teacher decision making, instruction, student learning, school climate, and teacher and student self-concept and motivation.
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Gu, Xiangli, Senlin Chen, and Xiaoxia Zhang. "Young Hispanic and Non-Hispanic Children’s Fundamental Motor Competence and Physical Activity Behaviors." Journal of Motor Learning and Development 7, no. 2 (August 1, 2019): 180–93. http://dx.doi.org/10.1123/jmld.2018-0003.
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The purpose of this study was to examine the associations between fundamental motor skills (FMS; including locomotor and object-control skills), moderate-to-vigorous physical activity (MVPA), and sedentary behavior among young Hispanic and non-Hispanic children. Using the prospective research design spanning one academic school year, we recruited 671 children (6.96 ± 1.6 years, 46% girls) from four primary schools in North Texas, 300 of whom were Hispanic and 371 non-Hispanic children, with 90% of the Hispanic and 74% of the non-Hispanic children from low-income families. All participants completed the PE Metrics™ FMS assessment and wore Actical accelerometers. Hispanic children demonstrated a lower level of MVPA on school days than their non-Hispanic peers. After adjusting for sociodemographic variables, both locomotor and object-control skills significantly predicted school-based MVPA for the non-Hispanic groups, while only object-control skills significantly predicted MVPA for the Hispanic group. For both ethnic groups, locomotor skills significantly predicted school-based sedentary behavior. The findings shed light on future motor competence–based interventions for physical activity promotion and obesity prevention among young Hispanic as well as non-Hispanic children.
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Revere, Lee, Arlin Robinson, Lynn Schroth, and Osama Mikhail. "Preparing academic medical department physicians to successfully lead." Leadership in Health Services 28, no. 4 (October 5, 2015): 317–31. http://dx.doi.org/10.1108/lhs-03-2014-0023.
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Purpose – The purpose of this paper is to present a case study which details the successful development, design and deployment of a leadership course for academic medical department chairs. The course provides a needed local and contextual alternative to the lengthy and often theoretical MBA/MHA. Design/methodology/approach – Faculty developers used a multi-tiered methodology for developing the physician leadership course. The methodology consisted of literature findings, needs assessment, stakeholder input and structured interviews with administrative leaders. Findings – The research, stakeholder input and interviews revealed an increasing number of physician leaders with a general lack of fundamental administrative leadership skills. These shortfalls are largely because of underexposure to core management competencies during medical school and limited contextual knowledge outside their organization. There is an urgent need for leadership development opportunities aimed at current and future academic medical department chairs. Research limitations/implications – This research is limited by the assumptions that the curriculum meets the ever-changing needs of health-care leaders, the course’s focus on academic medical department chairs within the Texas Medical Center and the lack of long range follow-up data to substantiate the effectiveness of the curriculum content and course structure. Practical implications – The Academic Medical Department Leadership course offers valuable management skills training which complements standard medical training. Much of the course structure and content is adaptable to physician administrative and leadership positions in all settings. Originality/value – Although the Academic Medical Department Leadership course is a response to a local concern, the study offers a generalizable approach to addressing the demand for skilled physician leaders.
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Danforth, P. E., T. M. Waliczek, S. M. Macey, and J. M. Zajicek. "The Effect of the National Wildlife Federation's Schoolyard Habitat Program on Fourth Grade Students' Standardized Test Scores." HortTechnology 18, no. 3 (January 2008): 356–60. http://dx.doi.org/10.21273/horttech.18.3.356.
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The purpose of this study was to determine if participation in the National Wildlife Federation's Schoolyard Habitat Program (SYHP) had an effect on the standardized test scores of fourth grade primary school students in Houston, Texas. To conduct the study, three pairs of Houston elementary schools were matched by student demographics of ethnicity and economics. The treatment group included a total of 306 fourth grade students whose teachers were using the SYHP. The control group consisted of a total of 108 fourth grade students whose teachers used a more traditional curriculum. To measure academic achievement, changes in standardized test scores (Texas Assessment of Knowledge and Skills) were compared between students' third grade data and their fourth grade data. Results showed that those students participating in the SYHP had significantly increased math scores when compared with peers in schools that were taught using a more traditional curriculum. However, overall, few differences were found in comparisons of reading scores of those students taught with SYHP and those taught using a more traditional curriculum.
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Haney, Walt. "The Myth of the Texas Miracle in Education." education policy analysis archives 8 (August 19, 2000): 41. http://dx.doi.org/10.14507/epaa.v8n41.2000.
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I summarize the recent history of education reform and statewide testing in Texas, which led to introduction of the Texas Assessment of Academic Skills (TAAS) in 1990-91. A variety of evidence in the late 1990s led a number of observers to conclude that the state of Texas had made near miraculous progress in reducing dropouts and increasing achievement. The passing scores on TAAS tests were arbitrary and discriminatory. Analyses comparing TAAS reading, writing and math scores with one another and with relevant high school grades raise doubts about the reliability and validity of TAAS scores. I discuss problems of missing students and other mirages in Texas enrollment statistics that profoundly affect both reported dropout statistics and test scores. Only 50% of minority students in Texas have been progressing from grade 9 to high school graduation since the initiation of the TAAS testing program. Since about 1982, the rates at which Black and Hispanic students are required to repeat grade 9 have climbed steadily, such that by the late 1990s, nearly 30% of Black and Hispanic students were "failing" grade 9. Cumulative rates of grade retention in Texas are almost twice as high for Black and Hispanic students as for White students. Some portion of the gains in grade 10 TAAS pass rates are illusory. The numbers of students taking the grade 10 tests who were classified as "in special education" and hence not counted in schools' accountability ratings nearly doubled between 1994 and 1998. A substantial portion of the apparent increases in TAAS pass rates in the 1990s are due to such exclusions. In the opinion of educators in Texas, schools are devoting a huge amount of time and energy preparing students specifically for TAAS, and emphasis on TAAS is hurting more than helping teaching and learning in Texas schools, particularly with at-risk students, and TAAS contributes to retention in grade and dropping out. Five different sources of evidence about rates of high school completion in Texas are compared and contrasted. The review of GED statistics indicated that there was a sharp upturn in numbers of young people taking the GED tests in Texas in the mid-1990s to avoid TAAS. A convergence of evidence indicates that during the 1990s, slightly less than 70% of students in Texas actually graduated from high school. Between 1994 and 1997, TAAS results showed a 20% increase in the percentage of students passing all three exit level TAAS tests (reading, writing and math), but TASP (a college readiness test) results showed a sharp decrease (from 65.2% to 43.3%) in the percentage of students passing all three parts (reading, math, and writing). As measured by performance on the SAT, the academic learning of secondary school students in Texas has not improved since the early 1990s, compared with SAT takers nationally. SAT-Math scores have deteriorated relative to students nationally. The gains on NAEP for Texas fail to confirm the dramatic gains apparent on TAAS. The gains on TAAS and the unbelievable decreases in dropouts during the 1990s are more illusory than real. The Texas "miracle" is more hat than cattle.
Dissertations / Theses on the topic "School principals Texas assessment of academic skills"
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Keith, Joe Allen. "Perceptions of school leadership capacity and student achievement." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2009. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.
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Mooneyham, Mary Charlotte Shepherd. "The Relationship Between Career and Technical Education and Texas Assessment of Academic Skills and Other Academic Excellence Indicators." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4758/.
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This study examined the relationship between Career and Technical Education (CATE) and the Academic Excellence Indicator System (AEIS), the measure of school and learner success in Texas. CATE, an established program, traditionally encourages student achievement and perpetuates best educational practices. AEIS data was collected by the Texas Education Agency. In addition, a survey was used to measure CATE effectiveness and the relationship between effectiveness and AEIS performance. Two-factor mixed repeated measures ANOVAs were used to observe group differences over time. CATE and non-CATE exit level TAAS scores for reading and math at the district level were analyzed for 2000, 2001, and 2002. CATE students had higher group means but there was not statistical significance indicating that CATE students performed as well as non-CATE. Two-factor mixed repeated measures ANOVAs were also used for analysis of differences at the district level for attendance, dropout rates, and graduation rates. There were higher group means for attendance for CATE students and there was also statistical significance indicating that CATE students attended more often then non-CATE students. There was a lower group means for dropout rate and there was also statistical significance between groups over time. This was an inverse relationship indicating that CATE students dropped out less often then non-CATE students at a statistically significant level. The graduation rate analysis showed a higher group mean for CATE students but not statistical significance. CATE students graduated at the same rate as the non-CATE group. Pearson's r was used to correlate the relationship of the effectiveness of CATE programs with AEIS results. There was no statistical significance for reading and math TAAS exit-level tests with CATE effectiveness scores. Again there was no statistical significant relationship between CATE effectiveness and attendance and graduation. However there was statistical significance between CATE program effectiveness and dropout correlation for 2001.
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Newton, William Frazier. "An Investigation of Relationships Between Teacher and Administrator Knowledge and Perception of the Texas Assessment of Academic Skills and Student Performance." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc5812/.
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The purpose of this study was to (1) gather information regarding knowledge of TAAS and perceptions (attitudes) about TAAS (excluding the current battery of End of Course Tests) from teachers and administrators; (2) relate teacher and administrator knowledge and perceptions of the test to student test performance as reported in the Academic Excellence Indicator System (AEIS) Reports. Answers to the following questions were sought: 1. To what extent do teachers and administrators possess different levels of knowledge regarding TAAS, and different attitudes toward TAAS about its purpose and usefulness? 2. Are differences in teacher and administrator knowledge of TAAS related to student performance? 3. Are differences in teacher and administrator attitude toward TAAS related to student performance? Information was collected, by means of a twenty-six-item survey measuring teacher and administrator knowledge and attitude toward TAAS. The selected schools were chosen from schools rated as either exemplary or low performing by the state accountability system. The data were examined using Descriptive Statistics (Mean, Median, Mode, Standard Deviation) and Analysis of Variance (ANOVA). ANOVA was performed to determine if a significant variance existed between the responses of teachers and administrators and also between exemplary and lowperforming schools. Exemplary and low performing schools were chosen to determine if there were differences in teacher and administrator responses from these two groups. The results of this study attempt to show what, if any differences there are in attitudes toward and knowledge about TAAS based on responses from teachers and administrators from both exemplary and low performing schools. Based on the analysis of the data, there is no evidence from this study that indicates that there are significant differences in knowledge between teachers and administrators regarding TAAS. There is evidence that administrators possess a more positive attitude toward TAAS than do teachers. There is no evidence presented in this study that differences in teacher or administrator knowledge significantly impact student performance.
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Hunt, Ginny. "The effect of the Texas student success initiative on grade 5 Texas Assessment of Knowledge and Skills (TAKS) failures." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2008. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.
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Maulding, Wanda Smith. "A Comparative Study of the Impact of the Total Quality Management Program on Exit Level Texas Assessment of Academic Skills Scores." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc277696/.
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The management style being used by school personnel in Texas and across the nation today is predominately that of a bureaucracy. This model was organized around the industrial revolution that was exercising authority at the turn of the century. Writers and researchers have pointed out that such a model is not capable of providing students the knowledge and skills they will need to enter an increasingly demanding society. One management style relatively new to the educational arena today is that of Total Quality Management. This study reports the results of the impact of the training in those principles by measurement of student test scores.
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Holsomback, James Richard. "Assessment and Analysis of Per Pupil Expenditures: a Study Testing a Micro-Financial Model in Equity and Student Outcome Determination." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc279253/.
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The purpose of this study was to examine district level financial data to assess equity across districts, to compare equity benchmarks established in the literature using selected functions from the state's financial database, and to determine the predictive value of those functions to the Texas Assessment of Academic Skills (TAAS) tests of 1997.
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Chow, Priscilla En-Yi Camp William E. "The effects of socioeconomic status on growth rates in academic achievement." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-5193.
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Ryan, Robin S. "Characteristics of Successful Texas Schools Which Predict Components of an Adequate Education." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4907/.
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The purpose of this study was to identify high performing school districts in Texas and to determine if there are different characteristics leading to the provision of an adequate education in high performing districts as compared to low performing districts. It specifically sought to determine which characteristics contributed most to an adequate education and used data from the Texas Academic Excellence Indicator System (AEIS) which chronicled scores on the Texas Assessment of Academic Skills (TAAS). The population for this study consisted of all 2001-2002 Texas public school districts with the exception of charter schools, special-purpose statutory districts, and state-administered districts, which resulted in using data from 1027 Texas school districts. Descriptive discriminant analysis was chosen as the method for statistical analysis. Data were obtained from the Texas Education Agency (TEA). Adequate and inadequate districts were analyzed according to eight variables. They were (1) taxable value per pupil, (2) the percentage of special education students, (3) the percentage of students coded as bilingual and ESL, (4) pupil-teacher ratio, (5) the size of the district, (6) the percentage of economically disadvantaged students in the district, (7) the district community type, such as rural or suburban, and (8) the total operating expenditures per pupil. Two analyses were conducted. The first analysis sought to determine the different characteristics between adequate districts (districts that scored 80% or above on the TAAS test) and inadequate districts (districts that scored 79% or below on the TAAS test). In order to determine these differences with a higher standard for adequacy, a second analysis was performed. The second analysis focused on districts deemed adequate by scoring 90% or above on the TAAS test compared to those districts deemed inadequate by scoring 69% and below. The eight variables accounted for 21% and 37% of the variance between groups respectively. For both analyses performed, the three variables that clearly contributed most to predicting membership in the two groups were the percentage of economically disadvantaged students( .935, .652), the percent of students in bilingual or ESL programs (.332, .371), and the taxable values per pupil (.178, .058). The percentage of economically disadvantaged students indicated that this variable explained 94% and 65% of the overall effect sizes. The percentage of bilingual and ESL students explained 33% and 37% of the effect size. Taxable Value per pupil explained 17% and 6% of the effect size. The percentage of special education students, total operating expenditures per pupil, the student-teacher ratio, community type, and the size of the district each, revealed only slight contribution to group differences. These results clearly suggested that the inadequate districts had higher percentages of economically disadvantaged students and ESL students while the adequate districts had higher taxable value per pupil, or wealth.
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Antoine, Terry W. "Critical Factors in Successful Texas Middle Schools 1993-1995." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc935764/.
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An examination of the characteristics of Texas middle schools has been conducted with the objective of developing a planning tool for middle staffs. This success is measured by the Academic Excellence Indicator System (AEIS), whose rating scale has three components: campus scores on the Texas Assessment of Basic Skills (TAAS), campus attendance percentages, and campus dropout rates. TAAS scores and attendance rates have been the focus of this study. Two years of data were examined separately for research question. Principal component analysis reduced the number of indicators in both years' data to 20 factors/ Each of these factors received a designated based on the characteristics that the component indicators had in common. A multiple regression analysis was performed on these factors to determine the influence each had on the campus TAAS scores and attendance. The unpredictability of human subjects requires an additional step in this study to achieve valid conclusions. A comparison of the two years' results is made to discover attendance, gifted and talented programs, and teacher gender were the strongest overall positive influences on student achievement. Campus demographics, retention, and ESL/bilingual programs have the strongest association with low student achievement.
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Martinez-Cantu, Veronica A. "Inequality and School Performance: The Effect of the No Child Left Behind Act on the Texas Assessment of Knowledge and Skills Test." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc5146/.
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This thesis examined the impact of teacher quality and the socioeconomic status of students on school performance on the Texas Assessment of Knowledge and Skills Test. The data were obtained from the Academic Excellence Indicator System (AEIS) 2005-2006 Report. Disparities in education were used to examine the use of teacher quality in the No Child Left Behind Act of 2001. A multiple regression model was used and included other factors such as socioeconomic status of students, teacher salary, school funding, and student-teacher ratio. Using an ordinary least squares regression, I found that socioeconomic status of students had the most significant impact school performance. Two other variables, teacher salary and student-teacher ratio, had a significant effect on school performance suggesting alternative means of eliminating inequality in education.
Books on the topic "School principals Texas assessment of academic skills"
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Agency, Texas Education. Alternative assessment system for students not passing the exit level tests: A report to the 75th Texas Legislature. Austin, Tex: The Agency, 1996.
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Texas Education Agency. Office of Policy Planning and Research., ed. Expanding the scope of the Texas public school accountability system. Austin, Tex: Texas Education Agency, Office of Policy Planning and Research, 1997.
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Middle School Math: Course 1 Texas Teachers Edition Volume 1 (Course 1, Teachers Edition Volume 1). Scott Foresman - Addison Wesley, 1999.
Find full textBook chapters on the topic "School principals Texas assessment of academic skills"
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Astor, Ron Avi, Linda Jacobson, Stephanie L. Wrabel, Rami Benbenishty, and Diana Pineda. "Welcoming Younger Students." In Welcoming Practices. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190845513.003.0011.
Full textAbstract:
There has been a growing movement over the past decade or more to make a child’s entrance into kindergarten less of an abrupt experience. Transition programs and prekindergarten-to-3rd grade efforts across the country focus on bridging the gaps between what children experience before kindergarten and the routines and expectations of elementary school. These initiatives range from bringing greater alignment between preschool curriculum, teaching practices, and assessment to giving young children ample opportunities to visit kindergarten classrooms and experience the learning environment before school starts. Even if a child has attended preschool, moving into an elementary school can feel intimidating for a 5-year-old. The hallways are bigger, the other children in the school are bigger, and there are many more adults involved in the whole process (Figure 6.1). Relationships among schools and the child care centers, preschools, and other community organizations that interact with parents who have young children can lead to more opportunities for young children to feel less anxiety about starting school. Several organizations, including the National Association of Elementary School Principals and the Massachusetts-based Community Advocates for Young Children, provide training and guidance to principals on adapting their schools to serve younger children. The W. K. Kellogg Foundation has also made large investments across the country aimed at creating stronger links between schools and the early-childhood community. Many of these efforts also target families whose children have not been in any formal early learning program because these children often lack the early academic and social-emotional skills needed to do well in today’s more academically focused kindergarten classrooms. Schools of education can better prepare future teachers and administrators by including training on young children’s development and on strategies for supporting their transition into school. Children with disabilities and their parents may experience additional stress in transitioning into school. Rules and regulations regarding eligibility requirements, services provided, and community resources can be confusing and are not always readily available to parents.