Improve Student Achievement Research Articles

Do Incentive-Based Programs Improve Teacher Quality and Student Achievement? An Analysis of Implementation in 12 Urban Charter Schools

Context Policymakers have increasingly advocated for incentive-based approaches for improving urban schools. Purpose of the Study Few studies have examined the implementation of incentive based approaches in the urban charter school context. This paper presents research findings from a 4-year longitudinal study of the implementation of a comprehensive incentive-based program for school improvement. Setting The study was conducted in cluster of 12 charter schools in a large urban school district. Participants/Subjects Participants in the study included classroom teachers, administrators, and staff in the charter schools; program staff from the school district; and consultants to the project. Research Design The study used a mixed methods design, which included a comparative case study, and quasi-experimental design. Data Collection and Analysis Qualitative data elements included semistructured interviews and observations of program activities. Quantitative data elements included the official classroom teaching evaluation scores, teacher attitudes survey data, standardized student achievement scores from state and district assessment programs, and researcher-developed surveys of teacher and administrator perceptions. Results The results suggest that, in addition to questions about the viability of this comprehensive incentive model, there were several challenges related specifically to the context of the schools that affected program implementation. These included: misconceptions about performance pay; difficulties learning, understanding and sustaining a complex professional development model; poor fidelity of program implementation; varying capacities of the leadership teams; inability to sustain the incentive component; differences in the contexts and missions of the participating schools; and high teacher turnover at the schools. All the 12 schools reported some improvement in student achievement which led to performance rewards; however, this was not substantial or consistent over the course of the 4 years of implementation. The program also did not impact teacher retention at the schools. Schools that benefited the most from the program demonstrated an alignment of goals between the program staff, school leadership, and teachers. Conclusions/Recommendations The study findings suggest that even comprehensive incentive-based models are not yet viable and have limited effectiveness. Educators needed significant salary increases to be incentivized by money and incentive-based models need to be simpler in design for participants to understand them. The aspect that was somewhat sustained was the professional development and collegiality among the teachers indicating that a professional community is what teachers appreciated most from the program.

PEMBELAJARAN BERBASIS MASALAH MELALUI THINK PAIR SHARE TERHADAP HASIL BELAJAR BIOLOGI DAN RETENSI SISWA

This article examines the effect of problem-based instruction using Think-Pair-Share strategy towards learning achievement on biology subject and retention of students with high and low academic performance. This study used quasi experiment implementing Nonrandomized Control Group Pretest-Postest of 2x2 factorial design. Sample of this study were 70 students of 10th graders of SMAN 4 Malang representing high academic performance and 70 students of 10thgraders of SMA Maarif Singosari representing low academic performance. Data were analyzed using descriptive statistics and Anacova Test. The study revealed that problem-based instruction with TPS did not significantly improve students achievement in Bilology subject, but academic potential affects significantly on students retention.

Does Investing in School Capital Infrastructure Improve Student Achievement?

Within the research community, there is a vigorous debate over whether additional educational expenditures will lead to improved performance of schools. Some of the debate is an outgrowth of the lack of causal knowledge of the impacts of expenditures on student outcomes. To help fill this void, we examine the causal impact of capital expenditures on school district proficiency rates in Michigan. For the analysis, we employ a regression discontinuity design where we use the outcomes of bond elections as the forcing variable. Our results provide some evidence that capital expenditures can have positive effects on student proficiency levels.

Does AP Economics Improve Student Achievement?

We employ an empirical approach designed to control for selection issues to estimate the effect of taking Advanced Placement (AP) Economics in high school on student performance on a high-stakes, s...

Assessing School Turnaround: Evidence from Ohio

Policy makers have struggled to find successful approaches to address concentrated, persistent low school achievement. While NCLB and the School Improvement Grant (SIG) program have devoted significant time and attention to turnaround, very little empirical evidence substantiates whether and how these efforts work. This study employs a comparative interrupted time series (CITS) to examine a sample of 20 Ohio schools that participated in a school turnaround program and finds participating schools experienced meaningful improvements in student achievement after completing the 2-year program, which persisted and grew in the 2 years subsequent to the completion of the program. Improved student achievement is not wholly concentrated within specific performance categories, suggesting that participation in the program is associated with increases in overall student performance rather than focusing only on students at the margin of proficiency. These results provide some of the first causal evidence of the potential efficacy of focused school improvement efforts.

The acquisition of literacy skills in 1:1 classrooms – the Danish case

In Denmark, 1:1 classroom has been implemented in all public schools (grades 1---9). Each student regularly accesses, processes, produces and exchanges written material using a computer (PC, laptop, tablet, etc.). These devices are considered as tools to enhance educational objectives, and in the article I present findings from research about how these devices might be used to enhance the students' acquisition of literacy skills. An internationally comparative analysis by the OECD of the digital skills that students have acquired shows no appreciable improvements in student achievement in reading in the countries that `had invested heavily in educational technology'. The Danish cases presented in this paper, however, identify ways of using digital technology in order to improve student digital literacy skills. They provide evidence suggesting a positive influence on student reading, creating and sharing of learning material in 1:1 classrooms. The results gained are considered critical in the sense that they can be generalized with a view to future development of 1:1 educational initiatives.

Editorial for EAIT 2016, Issue 3

Some of you will have read the 2015 OECD report: “Students, Computers and Learning: Making the Connection” which indicates that, based on an analysis of PISA data, where ICT is used in the classroom its impact on student performance is mixed, with no appreciable improvements in student achievement in reading, mathematics or science. Is the OECD right in their assessment? Are we wasting our time with using ICT in education? How do others see this? It would be good to have some articles on this important topic in future issues of EAIT. Beginning this issue is an article from Martin Tallvid (University of Gothenburg, Sweden), titled: “Understanding teachers’ reluctance to the pedagogical use of ICT in the 1:1 classroom”. The article begins by noting the emergence of one laptop per student-initiatives (1:1) as a solution to disappointment with the pace of transformation of teaching methods in schools. Many research studies, however, have indicated that despite major expenditure, increased access and improved technical equipment, few teachers have integrated ICT in the curriculum in a way that leads to significant changes in classroom practice. The article explores teachers’ reluctance towards the pedagogical use of personal laptops in secondary schools and identifies five different, but overlapping, patterns in the explanations for their reluctance: lack of technical competence, not worth the effort, insufficient material, diminishing control and lack of time. “Politic of security, privacy and transparency in human learning systems” is an article by Adil Jeghal, Lahcen Oughdir and Hamid Tairi (University of Sidi Mohamed Ben Abdellah, Taza, Morocco). This article looks at the important role of Information Security, especially in newer education environments such as e-learning environments. The authors point out that the preservation of confidentiality has become a major issue for the majority of applications that process personal information and that the sensitivity of this information requires creators to set rules for the sharing and use of access control policies. Educ Inf Technol (2016) 21:499–502 DOI 10.1007/s10639-016-9479-8

Does Investing in School Capital Infrastructure Improve Student Achievement?

Within the research community, there is a vigorous debate over whether additional educational expenditures will lead to improved performance of schools. Some of the debate is an outgrowth of the lack of causal knowledge of the impacts of expenditures on student outcomes. To help fill this void, we examine the causal impact of capital expenditures on school district proficiency rates in Michigan using bond referendum election outcomes as a threshold for regression discontinuity design. Our results provide some evidence that capital expenditures can have positive effects on student proficiency levels.

Protocol for a Systematic Review: “No Excuses” Charter Schools for Increasing Math and Literacy Achievement in Primary and Secondary Education: A Systematic Review and Meta‐Analysis

Protocol for a Systematic Review: “No Excuses” Charter Schools for Increasing Math and Literacy Achievement in Primary and Secondary Education: A Systematic Review and Meta‐Analysis

PENGARUH KEDISIPLINAN TERHADAP PENINGKATAN PRESTASI BELAJAR PESERTA DIDIK PADA MATA PELAJARAN PKN DI SMK PASUNDAN 1 SUBANG

Discipline is berperanguh to increased student achievement. This study aims to collect information on students' disciplinary effect on student achievement in the subjects of Civics at SMK Pasundan 1 Subang. Using the theory of discipline (Maman Rachman and A. Kosasih Djahiri) and the theory of learning achievement (Moh. Surya). By using a quantitative approach. Penenlitian sample as many as 108 students and 2 teachers Civics. The results showed that the discipline of the students have a significant influence on the improvement of student achievement that is, True 0, 832. It can be concluded that the higher discipline learners, it will be a good learning achievements of learners, especially on the subjects PPKn in SMK Pasundan 1 Subang

The Flipped Classroom Improves Student Achievement and Course Satisfaction in a Statistics Course

There are but a handful of experimental or quasi-experimental studies comparing student outcomes from flipped or inverted classrooms to more traditional lecture formats. In the current study, I present cumulative exam performance and student evaluation data from two sections of a statistics course I recently taught: one a traditional lecture ( N = 19) and the other a flipped class ( N = 24). Independent samples t-tests revealed students in the flipped classroom outperformed their lecture peers by more than a letter grade on the final exam. Further, these students were more satisfied with the course overall, a novel finding in this burgeoning area of research. This latter point, I argue, is likely due to the strong cohesion between the in-class and out-of-class content.

Do Charter Schools Improve Student Achievement?

This article presents findings from a lottery-based study of the impacts of a broad set of 33 charter middle schools across 13 states on student achievement. To estimate charter school impacts, we compare test score outcomes of students admitted to these schools through the randomized admissions lotteries with outcomes of applicants who were not admitted. We find that impacts varied considerably across schools and students, with more positive impacts for more disadvantaged schools and students and more negative impacts for the more advantaged. On average across the schools in the study, the impacts of charter middle schools on student achievement were negative but not statistically significant, regardless of whether we examined the impact of the offer of admission or actual attendance at these schools.

Do Selective High Schools Improve Student Achievement? Effects of Exam Schools in China

We examine the effect of a system of public exam high schools, which admit students solely by pre-existing achievement, on student college entrance exam scores in Beijing, China, using regression discontinuity design. More selective exam schools may have higher peer quality and sometimes are equipped with more experienced teachers and better facilities. We find, however, that elite exam high schools, which are the most selective, have no effects on student test scores. We find that on average the system of exam schools improves student performance on the exam, which indicates that students benefit from attending more selective non-elite schools. The results on qualifying for college admission are consistent with our findings about test scores. Differences among schools in peer achievement, student/teacher ratio and the percentage of certificated and experienced teachers partially explain our findings; self-choices of track and exam participation do not explain test scores or college admission.

PENERAPAN METODE CERAMAH DAN SUMBANG SARAN UNTUK PENINGKATAN PRESTASI BELAJAR SEJARAH PADA SISWA SMK NEGERI 2 BUKITTINGGI

The purpose of this study is to investigate the effect of using direct instruction and brainstorm strategy in developing student achiement in learning history at SMK N 2 Bukittinggi. This research held in 2 PKAP 2 class. This research used class room action research approach and consists of three cycles. The findings of the study showed that there are significant improvement in student achievement toward three cycles and also the improvement in student activity during the class. Students were involved deeply in learning process and be able to express their opinion about the issues discussed in the class. The researcher recommended the use of this strategy in school as well as conducting more studies regarding its effect by using other samples in different environments.

English

Modern technology is the backbone approach for teaching technology education. It continues to be increasingly adopted and used by higher institutions in Ethiopia. The objective of this study was to identify the comparative advantages of using modern technology in improve teaching-learning process in agricultural sciences in Jigjiga University. This study was conducted with the sample of 4 departments, and a total of 16 instructors and 240 students were selected in random basis. An inquiry data using a qualitative approach was undertaken to ascertain the opinions and benefits of using modern technology regarding to their understanding of agricultural course items, improving students' achievements, course coverage in planned time intervals and in reduction of drudgery of teachers'. According to our interviews and observations, uses of modern technologies created a conducive environment; 88% of students' revealed that using modern technology in teaching-learning process generally improved students achievement (from 55 to 90% level) and increased their interest in course items for theoretical and practical demonstration. Whereas, 82% of instructors' agreed that, the use of modern technologies facilitated teaching-learning for agricultural course items. It can be concluded that using modern technologies in teaching-learning process highly benefits instructors and increased students participation and motivation than chalk and talk traditional method.   Key words: Advantages, agricultural science, Ethiopia, Jigjiga University, modern technology, teaching-learning process.

Latina/o school principals: identity, leadership and advocacy

This study sought to further define and inform about the influence of Latina/o principals in schools as an alternative to traditional forms of leadership. The principals’ Latina/o identity, their leadership styles and advocacy towards the improvement of student achievement were examined. This research focused on three questions: (a) How did Latina/o principals describe their schooling experiences?, (b) To what extent their racial/ethnic background created barriers or helped Latina/o leaders in their work as school administrators? and (c) What were the biggest challenges and successes in their current work as Latina/o school leaders? The findings indicate that Latinas/os connected their schooling experiences to those of their school’s students. These experiences shaped their identity, leadership and advocacy towards students.

Flyer Media Lab Natural Science to Improve Student Achievement

Media Flyer Lab IPA untuk Meningkatkan Prestasi Belajar Siswa Abstract : The aim of this study was to develop Flyer Lab media to improve students achievement in secondary school. The development model used in this study was adapted from 4-D model of Thiagarajan and Semmel. Expert validation results of field study and expert validation results of media, assessment of science teachers, and evaluating the readability and attractiveness of junior high school students obtained in the development stages. The testing stages using a posttest only control group design, involving the experimental group and the control group, each consisting of 47 students. Class experiments using Flyer Lab media obtained higher average value of students achievement than the control class that uses Powerpoint media. Key Words : flyer lab, learning readiness, learning achievement Abstrak : Penelitian ini bertujuan mengembangkan media Flyer Lab IPA untuk meningkatkan prestasi belajar siswa SMP. Model pengembangan yang digunakan dalam penelitian ini diadaptasi dari model 4-D Thiagarajan dan Semmel. Studi kepustakaan dan survei lapangan dilakukan pada tahap pendahuluan. Validasi ahli bidang studi dan media, penilaian dari guru IPA, serta penilaian keterbacaan dan ketertarikan bahan ajar dari siswa SMP diperoleh pada tahap pengembangan. Tahap pengujian menggunakan desain posttest only control group, melibatkan kelompok eksperimen dan kelompok kontrol yang masing-masing terdiri dari 47 siswa. Kelas eksperimen yang menggunakan media Flyer Lab memiliki nilai rata-rata prestasi belajar lebih tinggi daripada kelas kontrol yang menggunakan media Powerpoint. Kata kunci : flyer lab, kesiapan belajar, prestasi belajar

Implementation of the peer-led team-learning instructional model as a stopgap measure improves student achievement for students opting out of laboratory.

In entry-level university courses in science, technology, engineering, and mathematics fields, students participating in associated laboratory sessions generally do better than those who have no related lab classes. This is a problem when, for various reasons, not enough lab sections can be offered for students and/or when students opt out of optional available lab courses. Faced with such a situation, this study evaluated the efficacy of the peer-led team-learning (PLTL) instructional model as a potential method for narrowing the achievement gap among undergraduate students electing not to enroll in an optional laboratory component of an introductory biology course. In peer-led workshops, small groups of students participated in solving problems and other activities that encouraged active learning. Students led by peer leaders attained significantly higher exam and final course grades in introductory biology than comparable students not participating in PLTL. Among the introductory biology students who opted not to enroll in the optional lab course, those who participated in PLTL averaged more than a letter grade higher than those who did not. This difference was statistically significant, and the PLTL workshops almost entirely closed the achievement gap in lecture exam and final grades for students who did not take the lab.

PROTOCOL: Small Class Sizes for Improving Student Achievement in Primary and Secondary Schools: A Systematic Review

PROTOCOL: Small Class Sizes for Improving Student Achievement in Primary and Secondary Schools: A Systematic Review

Class size: does it matter for student achievement?

Reducing class size is a popular education policy measure with parents, teachers, and policymakers. However, research shows that reducing class size leads to, in most cases, only modest improvements in student achievement. Also, students in early grades appear to gain more from smaller classes than older students. Despite extensive research on class size, much about this relationship is still unknown. Policymakers should be aware that reducing class sizes can be costly, is no guarantee of improved achievement, and is only one of many possible reforms.