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Dissertations / Theses on the topic 'Texas Assessment of Academic Skills'

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Published: 4 June 2021

Last updated: 26 January 2023

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1

Schneider, Cynthia Louise. "Connected Mathematics and the Texas Assessment of Academic Skills /." Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p3004373.

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2

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-CAT

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3

Anglin, James William. "The Texas Assessment of Academic Skills (TAAS) Test Scores as Predictors of Academic Success of First-Year Clarendon College Students." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc279221/.

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The problem in this study was to determine the relationship between the scores on the three parts (reading, writing, and mathematics) of the Texas Assessment of Academic Skills Test (TAAS) and the academic success of first-year students at Clarendon College, Clarendon, Texas. High school grade-point average and gender were also included in the study. The purpose of the study was to develop an equation to predict first-year college grade-point average at Clarendon College . The predictor variables were the three parts of the TAAS Test (reading, writing, and mathematics) , high school grade-poin

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4

Hernandez-Gutierrez, Josie Hudson Johnetta. "The effects of academic interventions on the development of reading academic competence in fourth grade students." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9094.

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5

Roska, Linda Ann. "An evaluation of the accelerated schools process using the Texas assessment of academic skills /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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6

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 use

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Hernandez-Gutierrez, Josie. "The Effects of Academic Interventions on the Development of Reading Academic Competence in Fourth Grade Students." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9094/.

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This dissertation examined the effects of academic interventions on the development of reading academic competence in fourth grade students who performed at or below grade level as determined by TAKS reading scale scores. Fifty students in fifth grade were chosen to participate in the study from five elementary schools in the Fort Worth Independent School District in Fort Worth, Texas. Only 46 students completed the study. The study was conducted with a control (n = 23) and treatment group (n = 23). The fourth grade students were administered pretests and posttests using the ACES and the fourt

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8

Harmon, Larry G. "Teacher Perceptions and Applications of the Texas Assessment of Academic Skills (Taas) in the Seventh-Grade Social Studies Curriculum." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc332513/.

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This investigation sought to determine how seventh-grade social studies teachers perceive TAAS objectives for social studies, language arts, and mathematics and how they apply them in the classroom. A detailed questionnaire was submitted to fifty teachers in the Dallas metropolitan area; a 72 percent. return was received. Though teachers expressed a favorable attitude toward emphasizing the higher-level thinking objectives, many indicated that their lesson plans and teaching methods have remained unchanged in the past year. The data suggests that teachers want and need additional training and

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9

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 p

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10

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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11

Wilson, Eric Daryl. "Assessing the relationships among PSAT and TAKS scores in selected Texas high schools." Texas A&M University, 2004. http://hdl.handle.net/1969/1212.

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12

Rambo, James R. "Predicting student performance on the Texas Assessment of Academic Skills Exit Level Exam: Predictor modeling through logistic regression." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4577/.

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The purpose of this study was to investigate predicting student success on one example of a "high stakes" test, the Texas Assessment of Academic Skills Exit Level Exam. Prediction algorithms for the mathematics, reading, and writing portions of the test were formulated using SPSS® statistical software. Student data available on all 440 students were input to logistic regression to build the algorithms. Approximately 80% of the students' results were predicted correctly by each algorithm. The data that were most predictive were the course related to the subject area of the test the student was

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13

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' dat

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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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Sweatt, Shelley S. "The Relationship Among Teacher Expectations, Teacher Attitudes Toward the TAAS, and Student Achievement." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2691/.

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Accountability is a major issue in education and in Texas, the TAAS test is used to indicate performance of students, teachers, campuses, and districts. The stakes are high for students, as performance on this test has determined whether they progress to another grade and whether they will receive a diploma. Most research studies focus on relationships between the teacher and individual students or groups of students, but not classrooms. Expectations and high stakes testing are central within the educational process, and their relationship on student achievement should be investigated, especia

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16

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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Stewart, Robert L. (Robert Lee) 1960. "The Relationships Between the TeacherInsight Score and Student Performance As Measured by Student TAKS Academic Change Scores." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc700102/.

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The purpose of this study was to investigate the relationship between TeacherInsight™ (TI) scores and student performance as measured by student academic change scores on the Texas Assessment of Knowledge and Skills (TAKS) test. School district administrators, particularly district personnel administrators, are continually faced with the task of screening and hiring potential teacher applicants who are expected to influence student achievement outcomes directly. Efforts to make the screening, selection, and hiring process more efficient and effective have led to the use of certain teacher pr

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Chow, Priscilla En-Yi. "The Effects of Socioeconomic Status on Growth Rates in Academic Achievement." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc5193/.

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The purpose of the study was to examine the differences in academic growth rates as demonstrated on the TAKS test among students based on those who received free lunches, those who received reduced-price lunches, and those not economically disadvantaged. Texas Assessment of Knowledge and Skills (TAKS) for reading and mathematics scale scores were obtained from five Texas public school districts for students who were in 3rd grade in 2003, 4th grade in 2004, 5th grade in 2005, and 6th grade in 2006. The sample included almost 10,000 students. The data were analyzed using SPSS and HLM. SPSS was u

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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

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Kopsovich, Rosalind D. "A Study Of Correlations Between Learning Styles Of Students And Their Mathematics Scores On The Texas Assessment of Academic Skills Test." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc2889/.

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The problem of this study was to determine whether learning styles of students affect their math achievement scores on the Texas Assessment of Academic Skills Test. The research questions addressed relevant to this study were: 1. Is there a positive correlation between students' learning styles and their achievement test scores in mathematics? 2. Is there a positive correlation between specific sub group's (as deemed by the state of Texas) and gender's learning styles and their achievement test scores in mathematics? The Pearson Product Moment Correlation coefficient and the Point-biseri

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Givens, Toby D. Huffman Jane Bumpers. "The impact of the core knowledge curriculum at the junior high level as it relates to performance on the Texas Assessment of Knowledge and Skills." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-6105.

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22

Norgaard, Holly Luttrell. "Assessing Linguistic, Mathematical, and Visual Factors Related to Student Performance on the Texas Assessment of Knowledge and Skills, Eighth Grade Mathematics Test." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4849/.

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The No Child Left Behind Act and National Council of Teachers of Mathematics' Principles and Standards both had a significant impact on the format and content of the Texas Assessment of Knowledge and Skills (TAKS) math test. Content analysis of the 2004 TAKS eighth grade math test identified the prevalence of linguistic complexity, mathematical rigor, and visual presentation factors and explored their relationship to student success on individual test items. Variables to be studied were identified through a review of literature in the area of reading comprehension of math word problems. Sixte

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23

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 so

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Givens, Toby D. "The impact of the core knowledge curriculum at the junior high level as it relates to performance on the Texas Assessment of Knowledge and Skills." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc6105/.

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The purpose of this study was to determine the impact of the comprehensive school reform model core knowledge on the reading achievement of eighth grade students located in a suburban north Texas school district. The data compared the mean scores on the Texas Assessment of Knowledge and Skills of students attending the experimental core knowledge school with the control school that did not use the core knowledge curriculum. Students from both schools were compared for student achievement gains overall as well as several other categories. The study also used a qualitative survey that asked k

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25

Iker, Gary A. "The Effects of District Expenditure Per Pupil and Low Socio-Economic Status on the Grade 10, 2000 and 2002 Disaggregated Student Performance Scores on the TAAS." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5221/.

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Educators can no longer simply look at student totals to distribute instructional dollars. Databased decision-making must be instituted to overcome achievement gaps between white and non-white students. In low-socioeconomic (SES) settings, districts must increase expenditure per pupil (EPP) as low-SES rates rise for all students as district administrators must be in a position to show product rather than process. It was attempted to determine if a positive or negative relationship existed between Anglo, Hispanic, and African-American student test scores and wealth factors on the Texas Assessme

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26

Roach, Robert G. "The school reform movement and high stakes standardized testing: An analysis of factors impacting the academic outcomes of students receiving special education services." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4750/.

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The purpose of this study was to investigate special education outcomes in relation to state standardized testing. It specifically sought to determine if a relationship existed between selected data from the Texas Academic Excellence Indicator System (AEIS) comparing district students receiving special education services TAAS scores with selected district demographic, fiscal, and special education data. The population for this study consisted of all 2001-2002 grades 3-8 and 10 public school students with the exception of charter schools, special-purpose statutory districts, and state-administe

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Neblett, Pamela S. Huffman Jane Bumpers. "An analysis of the benefits of the Student Success Initiative in the 3rd and 5th grades in a district in Texas." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3634.

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Martinez-Cantu, Veronica A. Rodeheaver Daniel Gilbert. "Inequality and school performance the effect of the No Child Left Behind Act on the Texas Assessment of Knowledge and Skills Test /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-5146.

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29

Barnes, Barbara (Principal). "Impact of Teacher and Student Ethnicity on Student Assessments." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849641/.

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The purpose of the study was to answer the questions: Do students show greater academic success in English language arts/reading as measured by the Texas Assessment of Knowledge and Skills (TAKS) exam scores in secondary education when their teachers are the same ethinicity? Do students show greater academic success in math as measured by the TAKS exam scores in secondary education when their teachers are the same ethnicity? Minority students' success on the TAKS test was compared to the assessment scores of White students from the 2010-2011, 2011-2012, and 2012-13 school year in thre suburb

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30

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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31

Tucker, Tommy Howard. "The relationship between computer-assisted instruction and alternative programs to enhance fifth-grade mathematics success on the annual Texas Assessment of Knowledge and Skills." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc12208/.

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The purpose of this study was to determine the relationship between using computer-assisted instruction (CAI) and success on the Texas Assessment of Knowledge and Skills (TAKS) mathematics exam with fifth-grade students in Texas compared to the effect of alternative improvement approaches used by a control group. Research explored the use of SuccessMaker® CAI educational software (Pearson Education, Upper Saddle River, NJ, www.pearsoned.com) in public elementary schools in Texas. Successmaker® CAI was not a good predictor of passing percentage on the mathematics TAKS. Multiple regression anal

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Karrh, Kristen D. "Predictors of student achievement in grade 7 the correlations between the Stanford Achievement Test, Otis-Lennon School Ability Test, and performance on the Texas Assessment of Knowledge and Skills (TAKS) math and reading tests /." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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33

Neblett, Pamela S. "An Analysis of the Benefits of the Student Success Initiative in the 3rd and 5th Grades in a District in Texas." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3634/.

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The state of Texas passed the Student Success Initiative (SSI) in 1999 which requires all 3rd graders to pass the reading portion of the Texas Assessment of Knowledge and Skills (TAKS) test to be promoted to the 4th grade, and for 5th graders to pass the reading and math portions of the TAKS test to be promoted to the 6th grade. Beginning in spring 2008, 8th graders will also need to pass the reading and math portions of the TAKS test to be promoted to the 9th grade. The purpose of this study was to examine the academic performance of 3rd and 5th grade students who did not meet the passing sta

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34

Evans, Barbara Anne. "Beating the High Stakes Testing Game: A Three-Year Study of Improvement Rates on the TAKS Social Studies Exit Exam." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5284/.

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The Texas high school class of 2005 faced a defining test that had no precedent in Texas and little nationally. Social studies testing is a relatively new addition to the world of high stakes testing currently impacting United States high schools. Although other diploma dependent areas of mandated testing have some testing history and, therefore, related paradigms for curriculum and instructional assistance, the area of social studies largely lacks that perspective. Texas Education agency provided specific school grant monies and training for the purpose of preparation for the social studies e

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Cook, Jennifer D. M. "The relationship between reading comprehension skill assessment methods and academic success for first semester students in a selected Bachelor of Science in Nursing program in Texas." Texas A&M University, 2006. http://hdl.handle.net/1969.1/4728.

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This retrospective descriptive study addressed the relationship between reading comprehension skills as measured by the Nelson-Denny Reading Test and the Nurse Entrance Test and indices of academic success (i.e., grade point average of prerequisite science courses and overall grade point average) prior to admission for students in a Bachelor of Science in Nursing program with student success in the first semester of nursing coursework. Overall, there has been a continual decline in average reading ability of college-aged students. Reading is a basic skill for learning and academic success. To

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Cole, Homer W. "A Comparison of Quantitative Skills in Texas Year-round Schools with Texas Traditional Calendar Schools." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc2810/.

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This study analyzed the academic impact of year-round calendar schools as compared with the academic achievement of traditional calendar schools. The population studied was the 1998 public elementary schools in Texas. The academic impact was based upon the 1998 Texas Assessment of Academic Skills (TAAS) test administrated by the Texas Education Agency. The two groups of schools studied were Texas elementary schools that were on a year-round calendar schedule, and the Texas elementary schools on a traditional calendar schedule. Multiple regression statistics were used, in addition to means, and

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Braaksma, Angelisa Deanne. "Academic skills and behavior : does a functional relationship exist? /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3055671.

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Thesis (Ph. D.)--University of Oregon, 2002.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 182-188). Also available for download via the World Wide Web; free to University of Oregon users.

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Denis, John (John Michael). "Novice Texas Band Directors' Perceptions of the Skills and Knowledge for Successful Teaching." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011801/.

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The purposes of this descriptive survey research study were (a) to describe novice band directors' perceptions of the importance of skills/knowledge used n effective music teaching, (b) to describe novice band directors' perception of the difficulty of acquiring each skill or knowledge component, (c) to compare novice band directors' perceptions of the importance and difficulty of the skills/knowledge used in their classrooms, (d) to describe ways that novice band directors perceived university coursework as helpful in acquiring teaching skills/knowledge, and (e) to describe improvements to un

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Latimer, Janet Humphreys. "Basic Academic Skills and Post-Secondary Technical Education." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3499.

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The purpose of this quantitative study was to determine if there is a significant difference in WorkKeys score, skills score, theory score, and job placement rates as compared by credential and program of study at a technical college in Tennessee. The study used data retrieved from a WorkKeys database and SIMS (Student Information Management System) at a technical college. The population consisted of 445 students in seven programs from 2010-2016 who had participated in the WorkKeys online academic training modules. The dependent variables for the study were WorkKeys score, skill score, and the

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Horn, Brian K. "The perception of English language arts teachers about instructional changes following the implementation of the Texas Assessment of Knowledge and Skills test." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc12134/.

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Accountability in education has been expanding for the past twenty years. As standards for curricular areas continued to develop, educational shareholders desired a way to measure student achievement contextualized by the established standards. Since 1964, policies expanded federal involvement with education, and with the No Child Left Behind Act in 2001, high-stakes testing became a significant part of public education. In Texas, testing transitioned in 2003 to the Texas Assessment of Knowledge and Skill (TAKS) test, an assessment that determines grade advancement for students, ratings for sc

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Blackmon, Scott Alexander. "Empowering elementary teachers in Texas to prepare their students for the science section of the Texas Assessment of Knowledge and Skills (TAKS) 2003." Thesis, Texas A&M University, 2003. http://hdl.handle.net/1969.1/1145.

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The need for an effective means of enhancing the science comprehension of elementary teachers brought about changes in the Texas Assessment of Knowledge and Skills (TAKS) exit exam for 5th grade students. The overall goal of this project was to evaluate the effectiveness of an alternative method of science instruction to train pre-service teachers. Web-based instructional designs are emerging as an alternative medium for disseminating course content in continuing education. A need exists to reach a point where web-based materials can be evaluated in terms of achieving desired teaching and lear

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Maldonado, Wanda. "The impact of pre-kindergarten enrollment on student performance as identified by third grade reading and math Texas Assessment of Knowledege and Skills(TAKS) scores among selected title 1 elementary schools." Texas A&M University, 2008. http://hdl.handle.net/1969.1/85921.

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The purpose of this study was to determine if the intervention of attending public school pre-kindergarten reflected an impact on student achievement as measured by third grade Texas Assessment of Knowledge and Skills (TAKS) considering gender, English language learner status, socio-economic status, and the language of the test. To determine this impact, the performance of third grade students who attended prekindergarten in 10 selected elementary schools in San Antonio was compared to students in these same schools who did not attend pre-kindergarten. Quantitative techniques and analyses were

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Tucker, Tommy Howard Byrd Jimmy Kent. "The relationship between computer-assisted instruction and alternative programs to enhance fifth-grade mathematics success on the annual Texas Assessment of Knowledge and Skills." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/ark:/67531/metadc12208.

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Wernersbach, Brenna M. "The Impact of Study Skills Courses on Academic Self-Eficacy." DigitalCommons@USU, 2011. https://digitalcommons.usu.edu/etd/909.

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Colleges across the nation are increasingly interested in improving retention of students. Many universities have begun offering workshops and courses targeted at improving study skills in academically underprepared students with the goal of helping students succeed in higher education and continue enrollment. The impact of such courses on study skills themselves has been supported, but prior research has not examined the courses impact on students' beliefs about their ability to succeed in college - that is, their levels of academic self-efficacy. This study examined pre- and post-test lev

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Curry, David Mitchell. "Academic Progress Scores to Predict Performance on a State Assessment." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc955044/.

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This quantitative study examined seventh-grade reading scores to determine the extent to which certain demographic variables (race/ethnicity, gender, socioeconomic status) explain and MAP reading scores predict reading scores on the State of Texas Assessment of Academic Readiness (STAAR) in a selected northeast Texas public school. Standardized assessments only compare the relative performance of an individual student to other groups of students using scaled scores, which can vary from year to year and from state to state. With the advent of computer adaptive testing, this study provides inf

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Jones, Gretchen M. "The evaluation of Project SCORE: A life skills program for an inner city high school." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc5158/.

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Project SCORE: Life Skills for Future Success, is a structured, 20-lesson curriculum, designed to help students develop academic and life skills, as well as self-responsibility, commitment, optimism, respect, and excellence. The curriculum was presented during 36, 90-minute class periods over the fall semester of the students' freshmen year. The purpose of this study was to determine the effectiveness of Project SCORE at improving grades, learning strategies, self esteem and coping skills with freshmen students at an inner-city high school. In order to evaluate the program, students completed

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Friedman, Linda A. (Linda Anne). "Adult Age and Ethnicity as Factors in Success on the TASP : A Measurement of the Texas Academic Skills Program (TASP) Test." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc278435/.

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This study examined the association among ethnicity, age, and scores on selected portions of the TASP and MAPS tests. This study further examined if the TASP could identify students for success in college level course work as well or better than selected portion of the MAPS test.

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Goddard, Michael. "An Assessment of the Effectiveness of the CHAMPS/Life Skills Program at the University of North Texas: A Pilot Study." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4516/.

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This study seeks to determine the effectiveness of the Challenging Athletes Minds for Personal Success (CHAMPS)/Life Skills program at the University of North Texas, as perceived by the student athletes who participate or participated in this program. The study attempts to measure the extent to which the student athletes feel that the program had value; if they received helpful information to support them through their college career to career transition; if the student athletes felt that the program provided them with skills to encourage better self-esteem; and if they believed that the CHAMP

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Bragg, John M. (John Morris) 1949. "The Effect of Remediation on Students Who Have Failed the TEAMS Minimum Competency Test." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc330810/.

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This qualitative case study provided a narrative portrait of 12 students in the 11th grade in one north Texas district who failed the initial administration of the Texas Educational Assessment of Minimum Skills (TEAMS) exit-level test. It also presented an account of their perceptions of the test and their efforts to overcome this educational hurdle. The following conclusions were drawn from the study. Limited English proficiency (LEP) students had difficulty mastering the language arts section of the test. A majority of the students reported that TEAMS failure had no social impact. Most of t

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50

Blackwood, Tony. "Metaknowledge in higher education : self-assessment accuracy and its association with academic achievement." Thesis, Northumbria University, 2010. http://nrl.northumbria.ac.uk/2233/.

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An appreciation of the extent of one's own knowledge is known as metaknowledge and it has been argued that students' ability to distinguish between what they know, and what they do not, is an important influence on academic success. However, previous research suggests a general tendency for individuals to display overconfidence in their knowledge, by overestimating how much they know. This study assessed the ability of learners studying business in higher education to appreciate the extent of their own knowledge and investigated the association between this capability and academic achievement.

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