Achievement Of Public School Students Research Articles

Reasons for low academic achievement among public school students from the point of view of mathematics teachers in the city of Aqaba: أسباب تدني التحصيل الدراسي لدى طلبة المدارس الحكوميّة من وجهة نظر معلمي الرياضيات في مدينة العقبة

The study aimed to identify the reasons for the low academic achievement of public school students from the point of view of mathematics teachers in the city of Aqaba. For data analysis, arithmetic means, standard deviations, t-test for independent samples, one-way analysis of variance, and (LSD) test were used. This is significant in terms of the arithmetic average, which amounted to (3.66), as it was found that the most important reasons for low achievement are the lack of incentives for the creative student, in addition to the fact that parents’ preoccupation with their children does not encourage education, and the weak financial return for the teacher, as well as the lack of incentives for the creative teacher, and based on the The results of the study The researcher made several recommendations, the most important of which were: the necessity for mathematics teachers to use incentives for students in basic schools in order to increase their academic achievement, and the need for mathematics teachers to follow appropriate methods in the education process in order to increase their academic achievement. The level of academic achievement.‏

Relationship between Locus of Control and Academic Achievement of Secondary School Students in Abia State

The study intended to determine the relationship between locus of control and academic achievement of secondary school students. Some students have been observed to achieve higher while some achieve lower even after being exposed to the same subject matter by the same instructor. The objective of the study was to determine if locus of control correlated with academic achievement of students as moderated by gender and school-type. The study was anchored on attribution theory. The study adopted a correlational research design. A total of 388 SS3 students in Aba Education zone were selected using purposive and simple random sampling techniques. Instruments for data collection were an adopted LOC scale and students’ exam scores in Mathematics, English and CRS. To determine the reliability of the instrument, Kuder-Richardson reliability test (KR-20) was employed and an overall coefficient of 0.76 was obtained for LOC scale. Data were analyzed using Pearson Product Moment Correlation Coefficient. Results showed significant relationship between locus of control and academic achievement of male students. Results also showed significant relationship between locus of control and academic achievement of public school students. Based on the findings, it was recommended that school authority should encourage good performance by rewarding students with excellent performance, because when good behaviour is rewarded, the individual is motivated to do better. Also, government should also provide the schools with necessary infrastructures that would make teaching and learning very interesting.

Patterns in Illinois educational school data

We examine Illinois educational data from standardized exams and analyze primary factors affecting the achievement of public school students. We focus on the simplest possible models: representation of data through visualizations and regressions on single variables. Exam scores are shown to depend on school type, location, and poverty concentration. For most schools in Illinois, student test scores decline linearly with poverty concentration. However Chicago must be treated separately. Selective schools in Chicago, as well as some traditional and charter schools, deviate from this pattern based on poverty. For any poverty level, Chicago schools perform better than those in the rest of Illinois. Selective programs for gifted students show high performance at each grade level, most notably at the high school level, when compared to other Illinois school types. The case of Chicago charter schools is more complex. In the last six years, their students' scores overtook those of students in traditional Chicago high schools.

The impact of federal, state and local taxes on student achievement in public schools: the case of Indiana

In this article, data from 286 Indiana school districts during the 2009–2010 school year were used in a case study to investigate whether fiscal funding has a direct effect on education output (i.e. student achievement). Two results were found: (1) while federal taxes are not significantly associated with student achievement in public schools, both state and local taxes are strongly related to student achievement in public schools, implying a direct effect on education output; and (2) state tax funding has a greater impact on education output than local tax funding.

The Influence of Open Enrollment on Scholastic Achievement among Public School Students in Los Angeles

Increased school choice is leading to enrollment patterns that do not reflect attendance in the neighborhood school. The impact of this increased mobility on scholastic achievement is still undecided, in part because of the difficulty in untangling compositional and contextual effects on educational outcomes. This article uses data from the Los Angeles Family and Neighborhood Survey to examine the influence of student mobility associated with open enrollment on the scholastic achievement of public school students in Los Angeles. Using a series of OLS regressions, the analysis shows that increased student mobility associated with open enrollment has a positive influence on the scholastic achievement of public school students controlling for student motivation, race, socioeconomic status, and the effects of school and neighborhood characteristics. It is also apparent that the wealth of the student’s residential neighborhood is also important. Taken together, these results highlight the complexity of the geo...

The Unintended Effects of Private School Competition

We examine whether competition from private schools improves public school performance and expenditure. It is difficult methodologically to isolate the effect of competition, but we use new measures of competition in both the public and the private school sector and a data set comprising detailed background information on more than 35,000 public school students in the Danish voucher system. This design provides a relatively firm support for the conclusion that competition does not improve achievement of public school students but that it increases public expenditure per student. Finally, we argue that there may be several good reasons for this.

Precarious Space: Majority Black Suburbs and Their Public Schools

The fact that a third of all African Americans now live in suburbs might suggest how far we have come since the pre-Hrown days. But most African Americans live in predominantly Black suburbs, where property values are lower than in neighboring White suburbs, and where the public schools are funded by a lower tax base. After presenting a national picture, the authors draw on the experiences of Plainfield, New Jersey, and Prince George's County, Maryland, to describe how strained resources, a history of racialized conflicts resulting in troubled governance, and a perception of students as “inner city” all contribute to low student achievement in public schools in predominantly Black suburbs.

Precarious Space: Majority Black Suburbs and Their Public Schools

The fact that a third of all African Americans now live in suburbs might suggest how far we have come since the pre-Hrown days. But most African Americans live in predominantly Black suburbs, where property values are lower than in neighboring White suburbs, and where the public schools are funded by a lower tax base. After presenting a national picture, the authors draw on the experiences of Plainfield, New Jersey, and Prince George's County, Maryland, to describe how strained resources, a history of racialized conflicts resulting in troubled governance, and a perception of students as “inner city” all contribute to low student achievement in public schools in predominantly Black suburbs.

Private Schools in a Global World

Globalization is a popular term that, to economists, describes the effects of diminished costs to trade around the world. The technological revolution of the past two decades lowered barriers to trade in the financial sector as well as in the goods and services sectors. As a result, we routinely consume products from China, India, or Latin America, and these and other countries likewise consume goods and services from us. Many argue that a by-product of the technological revolution is the loss of country and regional cultural identity. We find McDonald's and Starbucks in Seattle, Washington, Beijing, China, and small towns around the globe. Others argue that this simply implies wider choice of goods and of cultural identities.As economists think about globalization, we attribute these changes to efficiency in the marketplace. The technological advances have enabled countries to export those goods and services for which they have a comparative advantage, and the gains from trade have resulted in increased economic growth worldwide. While we see the benefits from the enhanced flow of goods and services across markets, economists have paid less attention to the nonmarket aspects of globalization. The increased flow of information and people across national boundaries implies increased competition across all sectors of the economy. Similar to the market for goods and services, the political institutions that survive the competitive race in the long run presumably will be those that enhance efficiency. This is not to intimate that political systems will replicate the efficiency of the marketplace but to suggest that competitive forces tend to lead to more efficient structures and, ultimately, toward more efficient outcomes. As these public administrative institutions become more competitive, politics should play a diminished role and economic efficiency should play an even greater role in future structures.If globalization ultimately leads to more efficient institutions, the value of examining current international differences in institutional structures is immense. Through understanding past and current differences, we gain insight into our future. Today I want to examine one specific institution within this context--private provision of elementary and secondary schooling. I want to examine private schooling by exploring the institutions that govern the provision of private schooling, the role of politics and economics in the evolution of these institutions, and, finally, the efficiency implications of the various institutional arrangements. At each step in this examination, I shall be assessing the role that globalization has played, and is expected to play, in the delivery of schooling around the world.1. Private Provision around the WorldEconomists have studied education since the days of Adam Smith. We have estimated the demand for schooling, provided normative assessments of the role of the state in education, examined the effects of public expenditures for education on housing markets, estimated the returns to schooling, and estimated the relationship between public schooling and economic development. But most of all, economists have estimated education production functions that relate public sector inputs such as per pupil expenditures, pupil-teacher ratios, or teacher salaries to educational achievement. And, as last year's Southern Economic Association Distinguished Guest Lecturer so eloquently demonstrated, economists, policymakers, and the public have been sorely perplexed by the lack of positive association between these inputs and the achievement of public school students (Hoxby 2004).The private side of schooling has received increasing attention from economists as data have become more available (James 1993). Private schooling occupies a significantly smaller sector of the economy in the United States than does public schooling. According to UNESCO (2000) data, approximately 12% of students enrolled in primary schools in this country attend private schools. …

The Potential Impact of Vouchers

This article provides an updated review of recent empirical research on the potential impact of private school vouchers. It addresses 3 questions: (a) do students that use vouchers to attend a private school obtain better outcomes than would be obtained in a public school? (b) Do vouchers encourage student sorting and how does sorting affect student outcomes? (c) Does the offer of vouchers promote competition, improving outcomes of students who remain in public schools? Conclusions are that African American students who are offered vouchers experience small achievement gains. The results are highly sensitive to analytical assumptions and are not evident for other racial or ethnic groups. The evidence further indicates that large-scale voucher plans encourage sorting that could lower the achievement of public school students. There is no compelling evidence that such losses are outweighed by competitive gains in public schools. The conclusions on sorting and competition are most applicable to unrestricted choice plans in which flat-rate vouchers are offered to a large number of students with few eligibility restrictions. Some emerging evidence indicates that alternate approaches to policy design could yield more promising results.

Religious Involvement, Social Capital, and Adolescents' Academic Progress: Evidence from the National Education Longitudinal Study of 1988

Using the second and third waves of NELS, this study examines three questions concerning the links between religious involvement, social capital, and academic achievement of public school students: First, what are the relationships between adolescents' religious involvement and their access to social capital within families (parental expectations and parent-child interaction) and communities (intergenerational closure and peers' academic values)? Second, is adolescent religious involvement associated with academic progress, including self-concept (locus of control), attitudes (educational expectations), effort (time spent on homework and truancy), opportunities and demands (advanced mathematics course work), and rewards (high school graduation)? Third, to what extent are the positive relationships between religious involvement and academic progress due to enhanced access to social capital? We find that adolescents' religious involvement at grade 10 is consistently and positively associated with various forms of social capital and with each of the adolescent outcomes. Those estimated effects of religious involvement on academic progress are explained largely by family and community social capital. However, religious involvement remains modestly but significantly linked with desirable outcomes even controlling on the effects of social capital.

Student achievement in public schools: Do principals make a difference?

The authors of this paper find that principal behavior and attributes significantly influence individual student achievement. Effective principal activities include instructional leadership (setting clear priorities and evaluating instructional programs, and organizing and participating in staff development programs) and conflict resolution (establishing a consensus on objectives and methods, maintaining effective discipline, and mediating personal disputes). These results, based upon data from a nationally representative sample of over 14,000 elementary school students, provide strong confirmation of the major conclusions from recent case studies, which arc characterized by very limited samples and weak controls for individual student and teacher attributes. In addition, the finding that principals make a difference to student achievement adds further evidence to the debate over whether schools make a difference.