School Outcomes Research Articles

Co-Teaching: Are We There Yet?

ABSTRACT Over the past three decades, states, districts, and schools have introduced co-teaching as a means of educating students with disabilities, even though it is not included as a placement option in the Individuals with Disabilities Education Act, the law governing special education. Cultivated by evolving federal legislation, regulation, and policy, co-teaching can address the intersection of the least restrictive environment, general curriculum access, and improved school outcomes. In this systematic review of co-teaching research published between 2010 and 2024, we found that empirical studies remain sparse and inconclusive. Confounding factors include ill-defined and uneven implementation likely affecting the fidelity of the model, lack of evidence regarding the amount and impact of administrative support, and inattention to contextual differences across elementary and secondary school settings. Looking to the future, research on co-teaching is likely to focus on specially designed instruction (SDI) and student outcomes. We suggest the use of the co-teaching framework to ensure fidelity in future research and encourage the use of mixed methods to clarify ambiguous results. Further, co-teaching applications are likely to expand, suggested by its nascent use as a model for an inclusive approach for educating multilingual learners (MLs) and those from other marginalized groups.

Outcomes of Community-Friendly Schools in Hong Kong

Amid growing competition and evolving demands, schools must rethink their roles in addressing the needs of various stakeholders. Community-friendly schools in Hong Kong, which integrate community resources to help students understand and contribute to social issues, not only facilitate students’ engagement in learning activities and their learning attitudes but also positively impact students’ willingness to serve the community and the school’s reputation. This research adopted both qualitative and quantitative methods, utilizing questionnaires and interviews as data-gathering instruments. The sample included students, teachers, and community stakeholders for the questionnaires, while interviews were conducted with a smaller group, consisting of participants from each of these groups. The performance of these schools was assessed in terms of their impact on students' understanding of the community, willingness to serve, and school reputation. These aspects were evaluated through three tiers of community-friendly schools: community learning activities, activities in cooperation with community organizations, and community services organized by the school. The data analysis employed descriptive statistics, analysis of variance, and linear regression models to highlight the significant impacts of these institutions. Key findings revealed that community-friendly schools significantly boosted student engagement in community activities, deepening their understanding of social issues and fostering a stronger sense of civic responsibility. Students' involvement in these programs was strongly linked to a deeper understanding of the community and a greater willingness to serve. These initiatives also positively impacted the school's reputation, as stakeholders perceived these schools as fostering meaningful community connections and shared responsibility.

The Influence of Emotional Intelligence on Student Learning Outcomes: A Study of Physical Education in Junior High School Students

Excellent teachers will produce quality students who resemble their teachers. Teaching is a very challenging and stressful job that creates emotional stress for teachers and significantly impacts students. Studies of emotional intelligence with student learning outcomes at the junior high school level in physical education subjects still need to be completed. Therefore, a deeper exploration in this study was conducted to uncover it. This study analyzes the relationship between emotional intelligence and students’ physical education learning outcomes in junior high school. The participants in this study were junior high school students in Southeast Maluku Regency. The sampling technique used was random sampling, namely sampling from population members in a simple random manner. The research instrument used emotional intelligence, namely, an assessment rubric developed by Daniel Goleman and a physical education learning outcomes test. The results showed that emotional intelligence significantly affected students’ physical education learning outcomes. The correlation between study habits and students’ physical education learning outcomes obtained in this study shows its meaningfulness. It provides a clue that study habits are one of the main factors contributing to student learning outcomes. From the results, improving study habits will significantly contribute to students’ learning outcomes in physical education. Consequently, this study contributes to the body of knowledge on emotional intelligence by offering implications for teachers at primary to higher education levels. Keywords: emotional intelligence, learning outcomes, physical education

The Effect of Problem Based Learning Models and Analysis Skills on Mathematics Learning Outcomes in Primary Schools

This research aims to determine the effect of the problem based learning model and analytical skills on elementary school students' mathematics learning outcomes. This type of research is quantitative research using experimental methods with a research design using a 2x2 factorial design. The research was carried out at SDN 3 Lenek Daya. Data collection techniques use tests to determine learning outcomes and students' level of analysis. The results of the research show that 1) there is a difference in the mathematics learning outcomes of students who are taught using the Problem Based Learning (PBL) and the learning outcomes of students who use the Cooperative Think-Pair-Share (TPS) model, indicated by the difference in Fhitung values ​​greater than Ftable by (17,991 > 3.44). 2) there is an interaction effect between the PBL and analytical skills on students' mathematics learning outcomes, as evidenced by the Fhitung value being greater than Ftable (4.549 > 3.44) with a Sig value < α value (0.029 < 0.05). 3) there are differences in mathematics learning outcomes for students who have a high analysis of learning using PBL and TPS, this is because Fhitung is greater than Ftable (6.472 > 3.44), as well as the sig value < α value (0.030 < 0.05). 4) there are differences in mathematics learning outcomes for students who have low analytical skills who are taught using the PBL and TPS models, because the Fhitung value is greater than Ftable (19,950 > 3.44) while the sig value < α value (0.001 < 0.05)

Assessing Individual and Interpersonal Attitudes and Behavior Associated with School Outcomes in a Predominantly Low Income, Latino, and Immigrant High School Population.

Assessing Individual and Interpersonal Attitudes and Behavior Associated with School Outcomes in a Predominantly Low Income, Latino, and Immigrant High School Population.

Supporting the educational success of children in foster care: the educational advocacy program

ABSTRACT Children in foster care face a heightened risk of poor educational outcomes, yet published research on programs designed to improve outcomes remains scant. Findings from an evaluation of the Educational Advocacy Program (EAP) that works with foster and adoptive caregivers and educators to address unmet educational needs are presented to help fill this gap. Youth, services data, and contact information for caregivers and educators were drawn from EAP files for cases closed during 2018–2019 (n = 234). Surveys of identified educators and caregivers as well as district foster care liaisons were conducted. Youth information was linked to state administrative data on foster care placements. Descriptive and bivariate analyses of program outcomes, program satisfaction, and placement stability were completed. Caregivers and educators perceived benefits for themselves and youth served. EAP staff ratings of post-service youth function were congruent with caregiver ratings of youth school outcomes. Statistically significant decreases in youth placement moves were found during and after services compared to before EAP onset. While not a causal design, results indicate that EAP holds promise for supporting caregiver and educator collaboration and improving youth school and placement outcomes. Implications for future research and practice are discussed.

Mathematics Teachers’ Experiences of Using Online Teaching Resources for Professional Learning in a Context of Disadvantage

This interpretative phenomenological study adopted the Community of Inquiry framework to explore 30 South African teachers’ experiences of the effectiveness of Grade 9 online mathematics teaching resources. A survey questionnaire with open-ended questions and a semi-structured interview guide were used to obtain data on the teachers' experiences. Data were analysed using an inductive thematic coding approach. The findings were that the teachers positively experienced the efficacy of online teaching materials for their professional development in terms of cognitive, social, teaching and learning presences. Using WhatsApp groups to share and discuss the online materials enhanced a common identity (social presence), deep engagement with the mathematical and pedagogical content knowledge of the materials (cognitive presence), (peer) teaching and (peer) learning from one another via WhatsApp (social media) chat groups (teaching and cognitive presences) that collectively eased curriculum implementation and enhanced student learning. However, limited facilitator teaching presence and limited internet access for both teachers and learners constrained the platform's benefits. Participating teachers reported spending at least three hours per week searching for online teaching resources, sometimes fruitlessly, indicating a need for more digital literacy training. The study makes a valuable contribution to our understanding of the potential benefits of online resources for teaching complex mathematics topics such as fractions and familiarity with the obstacles that need to be overcome. The more teachers and students turn to online resources, the more the findings of this study can inform the development of such resources to improve mathematics learning outcomes for schools in contexts of disadvantage.

Development of digital learning media based on augmented reality to improve student learning outcomes of elementary school

Based on observations that have been made at SDN Agungmulyo, there are problems with student learning outcomes, one of which is monotonous learning. The purpose of this study was to develop and see the effect of using Augmented Reality media on student learning outcomes. The type of research in this study is Research and Development (RnD) research that uses the ADDIE research model with the stages of analysis, design, development, implementation, evaluation. The development of Augmented Reality digital-based learning media products in IPAS subjects is considered valid with an average value from experts of 88%. The results showed an increase in student learning outcomes in grade V IPAS subjects there was an increase of 0.8000 with High criteria on a small scale, and an average increase of 0.5384 with Moderate criteria on a large scale, by the N Gain Test which shows an increase in the average before and after implementing learning, then digital Augmented Reality-based learning media can improve student learning outcomes in IPAS Class V subjects at SDN Agungmulyo Pati. Researchers suggest that education in Indonesia is increasingly able to develop application-based learning media for the advancement of education.

Upaya Meningkatkan Hasil Belajar Materi IPAS Bagian Mata Menggunakan Pembelajaran Koperatif Tipe (TGT) dengan Media Puzzle

This study aims to improve student learning outcomes in elementary schools through the application of the cooperative learning model Team Games Tournament (TGT) combined with puzzle media. TGT is a well-known learning strategy that encourages student participation by blending competition and collaboration, which has proven effective in various educational contexts. This classroom action research involved 30 fifth-grade students at SDN Ketabang 1, Surabaya. The research was conducted in two cycles, where TGT and puzzle media were used to teach science topics related to the human eye. Results showed a significant improvement in learning outcomes, with average student scores increasing from 55% in the pre-cycle to 85% by the end of the second cycle. Moreover, students’ engagement and social skills, such as teamwork and communication, were positively impacted. The study demonstrates that combining TGT with interactive media like puzzles not only enhances academic performance but also fosters a collaborative and engaging learning environment.

Elementary School Teacher's Competence in Implementing Differentiated Learning in Surakarta City

In elementary schools, differentiated learning is crucial as this phase is a critical period for establishing fundamental learning and child development. Differentiated learning aims not only to improve academic outcomes but also to develop students' social and emotional skills. The findings are expected to offer concrete recommendations for developing more effective teacher training programs and educational policies that support differentiated learning, enhancing education quality and student learning outcomes in elementary schools. This study evaluates elementary school teachers' competencies in implementing differentiated learning in Surakarta. A survey research design was used to collect data on teachers' abilities to plan, implement, and evaluate differentiated learning. Using a quantitative approach, the study involved 214 teachers randomly selected from various elementary schools in Surakarta. The distributed questionnaire collected data on knowledge, skills, and differentiated learning practices. The collected data were analyzed using descriptive statistical analysis with SPSS software. The results reveal variation in teacher competencies, with strengths primarily in using differentiated learning media and practice reflection, while the greatest challenges are in assessing student learning progress and implementing strategies. These findings highlight the need for additional training and support to enhance the effectiveness of differentiated learning implementation in elementary schools.

PENGEMBANGAN E-COMIC BERBASIS PROBLEM BASED LEARNING (PBL) MATERI SISTEM EKSKRESI MANUSIA UNTUK MENINGKATKAN HASIL BELAJAR SISWA

This research was conducted because E-comic learning media based on Problem Based Learning material on the human excretory system was not yet available at Lolowau 2 State Junior High School and student learning outcomes did not meet the Minimum Completeness Criteria. The research applied is development research (Development Research) with the four D model. The results of the research obtained an average validity test score of 89.52%, practicality test by teachers 3.50 while students 3.57 and an average effectiveness test score 90.14 so it can be concluded that E-comic learning media can be applied in the learning process of human excretory system material in class Vlll.

Engaging Parents for Improved Schooling Outcomes of Under-8 Pupils: A Teachers’ Qualitative Perception

Purpose. Based on the Asuwada Theory of Sociation, an indigenous theory that stresses the importance of the interactive community cycle, this study aims to understand teachers’ views of children’s schooling in the context of the parents’ engagement pathways. Education policymakers and decision-makers need to understand how outside factors affect children's education as they grow up. This is because education is a continuous, lifelong process largely predictable by activities from when and where children are born. While it is assumed that developing a child's whole personality is the teacher's job, studies have shown that this goal can be challenging to achieve when other aspects of their education are not up to par. However, studies show that parents have not shown much effort, hence this study. Methodology. The study, guided by one research question, adopted the qualitative research design. A semi-structured interview was conducted with twelve (12) seasoned primary school teachers with at least 20 years of teaching experience in the Ibadan Metropolis, Nigeria. Interviews were transcribed and evaluated thematically. Result. Findings revealed teachers’ disposition toward parents’ involvement through crucial thematic areas. We conclude that Child-centered parental networking should be reiterated among parents, making it possible for the children to develop interpersonal competencies, even after school. Conclusion. There are identified areas of engagement that are directly and mutually child-oriented beyond the common narrative of benefiting children alone, through which parents can be involved to improve the schooling interest and socio-emotional development of primary school pupils.

Lifetime History of Head or Traumatic Brain Injury Before Age 9 and School Outcomes: Results From the Adolescent Brain Cognitive Development Study.

Limited information about school outcomes among children (especially early childhood) with lifetime history of head injury, including traumatic brain injury (TBI), may inhibit efforts to support their academics and physical and mental health. Baseline data (2016-2018) from the Adolescent Brain Cognitive Development (ABCD) study were analyzed to describe associations between parent-proxy reported lifetime history of head injury or TBI before age 9 and school outcomes and behavioral challenges among 9- and 10-year-old children. Having a lifetime history of head injury before age 9 was associated with increased odds of parent-perceived poor school performance (adjusted odds ratio [AOR] = 1.44, 95% confidence interval [CI] = 1.14-1.81), a drop in grades (AOR = 1.28, 95%CI = 1.06-1.54), recent receipt of detentions or suspensions (AOR = 1.29, 95%CI = 1.02-1.65), and receipt of special educational services (AOR = 1.23, 95%CI = 1.08-1.41). Of those with a lifetime history of head injury, males displayed poorer school outcomes and greater behavioral challenges than females. Similar associations were observed between lifetime history of TBI before age 9 and worse school outcomes, with males continuing to demonstrate stronger associations. These findings underscore the importance of screening for history of head injury and TBI and providing training for school professionals to help ensure students with a history of head or traumatic brain injury have appropriate supports in place.

Developmental mechanisms linking deprivation and threat to psychopathology and school outcomes.

Decades of evidence have elucidated associations between early adversity and risk for negative outcomes. However, traditional conceptualizations of the biologic embedding of adversity ignore neuroscientific principles which emphasize developmental plasticity. Dimensional models suggest that separate dimensions of experiences shape behavioral development differentially. We hypothesized that deprivation would be associated with higher psychopathology and lower academic achievement through executive function and effortful control, while threat would do so through observed, and parent reported emotional reactivity. In this longitudinal study of 206 mother-child dyads, we test these theories across the first 7 years of life. Threat was measured by the presence of domestic violence, and deprivation by the lack of cognitive stimulation within the parent-child interaction. We used path analyses to test associations between deprivation and threat with psychopathology and school outcomes through cognition and emotional reactivity. We show that children who experienced more deprivation showed poor academic achievement through difficulties with executive function, while children who experienced more threat had higher levels of psychopathology through increased emotional reactivity. These observations are consistent with work in adolescence and reflect how unique adverse experiences have differential effects on children's behavior and subsequently long-term outcomes.

Impact and Policy Implications of Transition Education Practices on IDEA Indicator 13 Scores and Indicator 14 Outcomes

Federal special education policies require state departments of education to collect data to measure progress in attaining state performance plan goals, with Indicators 13 and 14 measuring the Individual Education Program (IEP) transition process and post-high school student outcomes. Research suggests that higher transition indicator scores result in better post-school outcomes, but no research has yet demonstrated the impact transition education practices have upon indicator scores. This study identified transition education practices that impacted one state’s transition Indicators 13 (transition IEP process compliance scores) and 14 (post-high school outcomes). Eighty-three secondary special educators from 36 districts identified the extent their students engaged in various evidence-based transition practices. Hierarchical cluster analysis identified five transition education themes. Multivariate analysis of variance revealed few statistically significant results and several meaningful effect sizes indicating specific transition education practices that impacted Indicator 14 outcomes. Districts with students actively involved in IEP meetings had higher Indicator 13 scores and 14 outcomes. Districts with high to moderate number of students with paid jobs and money management experience had higher Indicator 14 outcomes. Districts that taught students to set postsecondary goals had higher Indicator 14 outcomes. Other results are described and policy implications discussed.

Believing that difficulty signals importance improves school outcomes by bolstering academic possible identities, a recursive analysis.

Identity-based motivation theory predicts that how sure students are of attaining their academic possible identities (possible identity certainty) interacts recursively with the inferences they make thinking about schoolwork feels hard-this is important for me (difficulty-as-importance) and this is just not for me (difficulty-as-impossibility). Recursivity implies bidirectionality across time points. To date, studies primarily from the U.S. and China only document a shift up or down from one time to a second time. We address this method gap with a three-time-point, two-month study during a secondary school transition (Chinese students N = 818, Mage = 12, 44% female). We obtained prior grades (T0) and placement test scores (T1+). Students filled out questionnaires at critical junctures: a month before the placement test (T1), the day test results were announced (T2), and after learning their school placement (T3). Across three time points, structural equation model results show bidirectional paths linking academic possible identity certainty and difficulty-as-importance beliefs. Controlling for prior grades, students higher in possible identity certainty at T1 scored higher on their placement tests at T1+. Students with higher T1+ placement test scores had higher difficulty-as-importance at T2, controlling for T1 their difficulty-as-importance score. Students with higher T2 difficulty-as-importance had higher T3 possible identity certainty, controlling for their T2 possible identity certainty score. The reverse was also true-students with higher T2 possible identity certainty had higher T3 difficulty-as-importance, controlling for their T2 difficulty-as-importance score. In contrast, controlling for prior scores, from T1 to T2 and T2 to T3 possible identity certainty and difficulty-as-impossibility were unidirectionally related. Students with higher possible identity certainty had lower difficulty-as-impossibility beliefs and not the reverse. Taken together, our results support a recursive process by which difficulty-as-importance beliefs support academic goal pursuit by bolstering students' certainty of attaining their possible identities and certainty reduces difficulty-as-impossibility beliefs.

Transforming Cambodian Education: Full-Time Learning, Technology, and Language Integration for Public Schools

The Cambodian government has announced a significant educational reform to transition public schools to full-time learning by integrating computer and English or Chinese language classes. This initiative is designed to enhance the quality of education and better prepare students for the demands of the modern world. This paper compares these proposed changes by examining practices in five private schools already implementing full-time education and advanced technological and multilingual programs. By evaluating the academic performance, resource availability, and overall educational outcomes of these private schools, this study aims to provide actionable recommendations for successfully adopting these strategies in public schools. The research involved surveys of 565 respondents, including students, teachers, school administrators, parents, and policymakers, and in-depth interviews with 50 key stakeholders. Key findings include strong support for full-time education, higher levels of technology integration, and better multilingual education in private schools. These findings will inform policymakers, educators, and stakeholders about the potential impacts and necessary steps to ensure the successful implementation of these educational reforms in Cambodia's public school system.

An ouroboros of oppression: The self-perpetuating, inequitable high school outcomes of middle school tracking

This study investigated the impact middle school tracking has on outcomes in high school and the factors associated with those outcomes. Utilizing data from a large, diverse school district, this quantitative study investigated the relationships between middle school and high school English course enrollment among 4,503 middle school students. The conceptual framework of the Ouroboros, combining the theories of Lucas’s effectively maintained inequality (EMI) and Merton’s self-fulfilling prophecy (SFP), was used to examine and challenge the status quo of educational tracking systems. We identified three major findings from the study. First, chi-square analysis indicated a statistically significant difference between enrollment rates in accelerated or AP English courses between students who came from tracked and detracked middle school English programs. Second, logistic regression models indicated socioeconomic status, race/ethnicity, GATE-identification, gender, and eighth-grade English course enrollment were significant predictors of student enrollment in an accelerated or AP English class in high school. Third, chi-square analysis indicated that there was a significant association between a student’s eighth-grade English course label and their high school English course enrollment choices. Findings of this study suggest that detracking English classes at the middle school level represents an important stride forward in closing gaps in education.

Finnish children born very preterm have good reading comprehension but weak reading fluency at age 11 years – a longitudinal cohort study

ABSTRACT Children born very preterm (<32 gestational weeks and/or birth weight ≤1500 g) are at elevated risk for reading difficulties. This study aimed to investigate reading fluency and reading comprehension at 11 and to analyze the associations between literacy skills at 7 and reading skills at 11 in 134 Finnish-speaking very preterm children. At 11, reading fluency and reading comprehension were evaluated. At 7, pre-reading skills, decoding, and writing were assessed. Results showed that there were more preterm children with weak skills in reading fluency compared to a normative test population. Reading comprehension was age appropriate. Additionally, 62% to 68% of the children with weak literacy skills at 7 had weak reading fluency at 11, compared to those with more advanced skills (43% to 33%, p < 0.001 to 0.026). Respectively, 30% to 50% of the children with weak literacy at 7 had weak reading comprehension at 11 compared to those with more advanced skills (13% to 17%, p < 0.001 to 0.005). Findings highlight the importance of screening reading fluency until 11 years and providing support for the continuum between literacy skills in the beginning of schooling and reading outcome at later school age.

Latino Family Engagement and Student Outcomes in Early Elementary School: Evidence from Two National Datasets

ABSTRACT Family engagement in children’s schooling is important. Research indicates that Latino families often utilize home-based practices (e.g. reading, telling stories, singing, counting) over school-based involvement (e.g. participating in school events and committees, volunteering in the classroom). Using an assets-based approach, the present study considers both school- and home-based forms of engagement for Latino families. Drawing upon data from two large, nationally representative datasets, the Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (ECLS-K:2011; N = 4,590) and the Head Start Impact Study (HSIS; N = 1,670), this study seeks to examine national patterns of Latino family school- and home-based engagement in kindergarten, and how such engagement relates to child academic, cognitive, and behavioral outcomes in early elementary school. Descriptive findings show high levels of Latino family participation in a variety of both home-based academic activities and school-based activities. Regression analyses indicate an association between Latino family engagement and child outcomes, most evident in school-based engagement. Implications for educators, schools, and research are discussed.