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Tesis sobre el tema "School principals Texas assessment of academic skills"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 4 de febrero de 2022

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1

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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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-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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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.

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11

Soileau, Christopher Benton. "High school principals' perceived leadership practices and their relationship to student performance on the Texas Assessment of Knowledge and Skills (TAKS): a cohort study". Texas A&M University, 2003. http://hdl.handle.net/1969.1/5840.

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The purpose of this study was to determine how leadership practices impact student performance as perceived by principals and selected site-based decision making (SBDM) committee members of high schools in Region V Education Service Center (ESC), Texas. The study is one of four studies which examined perceived leadership practices of principals in the public school system in Southeast Texas. The other studies in this cohort focused on elementary principals, middle school principals and superintendents. This study compared the perceptions of high school principals and selected SBDM committee members regarding leadership practices and determined if selected demographic variables had an impact on the perceived leadership practices of the two identified groups. The investigation procedures for this study involved an analysis of the responses from principals and site-based decision making committee members to the Leadership Practices Inventory (LPI) developed by James Kouzes and Barry Posner (2003) which evaluates the use of five identified leadership practices. Student performance information for the 29 participating high school campuses was obtained from the Texas Education Agency Academic Excellence Indicator System. Findings indicate no linear relationship exists between perceived leadership practices of high school principals and the Texas Assessment of Knowledge and Skills (TAKS) performance. Further analysis revealed no statistical significance in the correlation of student academic success as measured by TAKS and the five leadership practices identified by Kouzes and Posner(2002); Inspire a Shared Vision, Model the Way, Challenge the Process, Enable Others to Act, and Encourage the Heart. The data indicated that Region V high school principals embrace the leadership practices identified by Kouzes and Posner at least moderately (between the 30th and 69th percentile) and in some cases at a higher level (70th percentile or above). Also, the data revealed that, as a group, the high school principals rated themselves higher overall regarding perceived leadership in comparison to their observers. Further analysis of the data showed that the demographic variables of gender and ethnicity did not have an effect on survey responses of the study participants. After examining the differences between the LPI responses of principals and their observers regarding age and years of experience, it was evident that such demographic variables did not impact survey responses.

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12

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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13

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-administered districts. The reading analysis incorporated data from 896 Texas school districts. The mathematics analysis used data from 914 school districts. Multiple linear hierarchical regression was chosen as the method for statistical analysis. Data was obtained from the Texas Education Agency (TEA) as a special data pull. For both the reading and mathematics analyses, wealth and ethnicity were statistically insignificant although ethnicity individually accounted for a large percentage of the variance for both the reading (20.3%) and mathematics (13.2%) scores as well as producing negative β weights. All other predictor variables produced varying degrees of statistical significance. Community type, socioeconomic status, instructional expenditures per students, and instructional expenditures per student receiving special education services also produced negative β weights. Two variables in this study, enrollment and the percentage of students receiving special education services tested, produced positive β weights, substantial squared structure coefficients, and positive Pearson correlation coefficients. Of these two predictors, the strongest overall positive predictor for students receiving special education services success on the grades 3-8 and 10 reading and mathematics TAAS exams was the percentage of students receiving special education services tested. These percentages produced the largest positive correlations with passing rates (reading r = .283, mathematics r = .219) and the second largest regression coefficients (reading β = .224, mathematics β = .202). They individually accounted for the largest percentage of total criterion variance (reading = 33.0%, mathematics = 22.6%). For this study, these results clearly suggested that the dominant positive predictor of testing success for students receiving special education services was the percentage of students receiving special education services tested. Conversely, socioeconomic status was the dominant negative predictor.

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14

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 used to identify descriptive statistics. Due to the nested nature of the data, HLM was used to compare data on three levels- the test level, student level, and district level. Not economically disadvantaged students scored the highest on both TAKS reading and mathematics exams with a mean scale score of 2357 and 2316 respectively in 2003. Compared to the not economically disadvantaged students, students receiving reduce-priced lunches scored approximately 100 points lower, and lowest were the students receiving free lunches, scoring another 50 points below students receiving reduced-price lunches. The results revealed that while gaps in achievement exist between SES levels, little difference exists in the growth rates of the SES subgroups. The results of this study support the need for continued effort to decrease the gap between students who are not economically disadvantaged and those receiving free or reduced-price meals.

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15

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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16

Johnson, Daniel Duane. "A study of the effects of test-driven accountability on perceptions of principals in the Dallas Independent School District /". 2006. http://proquest.umi.com/pqdweb?did=1317315751&sid=2&Fmt=2&clientId=10361&RQT=309&VName=PQD.

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17

Lair, Susan Brooks. "A study of the effect school facility conditions have on student achievement". 2003. http://wwwlib.umi.com/cr/utexas/fullcit?p3116105.

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18

Hooper, Susanna Ruth Vernon Sally W. "An ecologic comparison study of the impact of economic disadvantage on Texas Assessment of Knowledge and Skills performance, graduation rates, and readiness for higher education for students attending public and charter schools in Texas from 2004 to 2006". 2007. http://proquest.umi.com/pqdweb?did=1299824381&sid=4&Fmt=2&clientId=68716&RQT=309&VName=PQD.

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