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1.
Marlaine Lockheed Abigail Harris Tamara Jayasundera 《International Journal of Educational Development》2010,30(1):54-66
A school improvement program that provided support to poor-performing schools on the basis of needs identified in a school improvement plan was implemented in 72 government schools in Jamaica, from 1998 to 2005. In this independent evaluation of the program, we use propensity score matching to create, post hoc, a control group of schools that were similar to program schools in the baseline year. By the final year of the program, we find that program schools had received more inputs to improve literacy and numeracy than control schools, and that some inputs associated with the program were correlated with improvements school average achievement: supplementary reading materials, additional training for reading resource teachers, and functioning computers. At the student level, however, we find no evidence that students enrolled in program schools achieved higher reading or math scores than those in control schools. We suggest three possible reasons for this: (a) the lack of sensitivity of the learning measures to improvements at the lower end of the scales; (b) the availability of program-like inputs in non-program schools, provided by other programs and donors; and (c) the growth in student enrollment in the program schools, which may have diluted the program effect for incoming students in upper grades. Schools with school improvement plans did not outperform comparable schools that did not have these plans. 相似文献
2.
Martha Abele Mac Iver 《Journal of Education for Students Placed at Risk》2013,18(3):167-184
This 5-year longitudinal randomized study focused on the effects of a dropout prevention program implemented at two urban high schools. The program incorporated the characteristics of personalization found in previous research to have some positive effects, and typical of the type of programs implemented in many high schools nationwide. The primary program component was the provision of a facilitator for about 60 program students at each school to encourage students regarding attendance, their academic coursework, and personal issues. In particular, the study examined whether at-risk students randomly assigned to the program had better outcomes (particularly attendance, on-time promotion in grade, and high school completion) than those at the same high schools that were assigned to the control group. The article explores reasons for the nonsignificant effects of this program, emphasizing the need for earlier intervention prior to the ninth grade year among at-risk urban students. 相似文献
3.
Reading First, Part B of Title 1 of the No Child Left Behind Act of 2001, provides support for states with approved programs
to improve the reading achievement of early elementary students in high poverty, chronically low achieving schools. The purpose
of this study is to examine the extent to which the Reading First program in the state of Michigan is making progress in meeting
this goal after five years of implementation. The study design makes use of the reading comprehension achievement test results
for cohorts of students who entered the program in different years and who took the test two or three times while attending
a Reading First school in Michigan between 2002 and 2006. The results indicate that overall the students showed significant
gains in reading comprehension; further, students with three years in Reading First tended to score higher than those with
two years in Reading First. However, students whose socio-demographic characteristics place them at an educational disadvantage
(e.g., eligibility for subsidized lunch) made relatively modest gains in reading comprehension. In addition, any negative
effects attributable to such student characteristics are compounded when the student body in the school is composed of a large
percentage of students with the same characteristic. These results suggest that while a successful program overall, Reading
First is not comprehensive enough to counteract the socio-demographic problems of extremely high poverty schools.
相似文献
4.
Abstract Phase III of the Louisiana School Effectiveness Study (LSES‐III) was designed to provide rich, qualitative and quantitative data on the characteristics of more and less effective schools. Data were gathered on eight matched outlier pairs of schools. Unbeknownst to the authors at the beginning of LSES‐III, four of the eight historically ineffective schools were engaged in school improvement efforts. None of these efforts was guided from the state or district. This serendipity provided an opportunity to observe improvement efforts which were of the “naturally occurring” ‐‐ as opposed to externally developed, mandated or otherwise offered ‐‐ variety. The four projects are described, complete with five year follow‐up data. The efforts are seen as falling along two dimensions: technical changes designed to raise achievement test scores; and efforts focused on a point along a continuum ranging from orderliness to excellence, and designed to raise students’ academic achievement. Comparisons are made to more formally planned school improvement efforts. 相似文献
5.
《The Journal of educational research》2012,105(5):384-396
ABSTRACT With more students pursuing university, it becomes essential for high schools to provide training that maximizes their graduates’ success. There is debate over whether an extra year of high school better prepares students for university. The authors used a nationally representative survey to contrast academic and employment outcomes between high school graduates of Grade 12 and Grade 13. Results suggest that Grade 13 graduates obtain higher grades in high school, are more likely to pursue university, and are less likely to be employed full time compared with Grade 12 graduates. Among students enrolled in university, Grade 13 graduates report higher grades in university and satisfaction with their program and do not transfer out of their programs compared to Grade 12 graduates. These findings highlight the importance of an additional year of high school to produce better prepared and more satisfied graduates. 相似文献
6.
Carrie J. Furrer Joseph W. Suggs 《Journal of Education for Students Placed at Risk》2013,18(3):149-164
Over a decade of research has demonstrated the positive effects of extended school day programs on various elementary and middle school student outcomes, both in the short and long term. The efficacy of extended school day programs in promoting academic outcomes among high school students is less well understood. This study contributes to the existing literature by examining school attendance, credit attainment, and standardized reading and math scores in a group of students at risk of academic failure who participated in extended school day programming. The study compared their outcomes to those of a group of demographically similar students who did not participate in the program. The extended school day program is provided within a full-service Schools Uniting Neighborhoods (SUN) Community School (CS) in the Portland, Oregon metropolitan area. Results suggest an advantage for SUN students in terms of better school attendance and earning credits toward graduation, but not in terms of standardized test scores. Implications for future research and extended school day policy are discussed. 相似文献
7.
We analyze the effect of the Community Eligibility Provision (CEP), a universal free-lunch program, on elementary and middle school students' academic performance and attendance in the state of South Carolina. As part of the program, eligible schools can provide free lunches to all students, regardless of whether an individual student qualifies for free or reduced lunch. Using a difference-in-differences approach, we show that CEP leads to about 0.06 of a standard deviation increase in math test scores for elementary school students. We find smaller effects on reading scores and on middle school students. These effects also vary by student poverty, school poverty, and locality. In particular, we find students that were previously eligible for free lunches but not on other public assistance programs benefit the most from CEP. The results may suggest that the expansion of access to free lunch help improve students' academic outcomes. 相似文献
8.
This study uses a randomized controlled trial of a school-based anemia reduction program in rural China to examine how increased school emphasis on health promotion affects academic performance. Although education and health promotion are complementary functions of schools, they do compete for finite school resources. We compare the effects of a traditional program that provided only information about anemia and subsidies to an otherwise identical program that included performance incentives for school principals based on school-level anemia prevalence. By the end of the trial, exam scores among students who were anemic at baseline improved under both versions of the program, but scores among students in the incentive group who were healthy at baseline fell relative to healthy students in the control group. Results suggest that performance incentives to improve student health increase the impact of school-based programs on student health outcomes, but may also lead to reallocation of school resources. 相似文献
9.
《Journal of Education for Students Placed at Risk》2013,18(4):401-420
Hierarchical linear modeling was employed to study the relations between the degree of Chapter 1 and regular-program coordination in high-poverty schools and students' longitudinal achievements while controlling for the compositional features of the schools. Variables derived from the national Prospects survey were developed to represent school-level coordination and composition. These variables were used to predict the learning rates of 1st- and 3rd-grade cohort students over 2 (Cohort 1) and 3 (Cohort 3) school years. The results were not consistent across cohorts or subjects; however, some school characteristics significantly predicted the students' learning rates in more than 1 of the 4 possible analyses. The main findings were (a) additional days of school were associated positively with 1st-grade cohort math and reading achievements, (b) students in rural 1st-grade cohort schools learned at significantly slower rates in reading and math relative to their urban peers, and (c) schools that coordinated their Chapter 1 programs with other school services had students who learned at faster rates. These and other findings revealed some situations in which high-poverty schools can influence, through schoolwide reform efforts, the academic achievements of their at-risk students. 相似文献
10.
Laura A. Nabors Mark D. Weist Nancy A. Tashman C. Patrick Myers 《Psychology in the schools》1999,36(6):485-493
Clinicians affiliated with expanded school mental health (ESMH) programs provide a range of mental health services for youth in schools. ESMH services offer unique opportunities for collaboration between school psychologists and mental health clinicians from the community to increase the quality of care for youth receiving mental health services. The number of ESMH programs is increasing; therefore, developing quality assurance (QA) activities for these programs is important to document accountability and provide evidence for effectiveness. In this paper, suggestions for phases and objectives for QA programs in ESMH programs and examples of suggested activities are presented. Assessment of the program structure as well as treatment process and outcome are critical phases. Important QA activities include examining staff training activities, assessment of stakeholder perceptions of services, conducting satisfaction surveys, examining therapy process, and investigating treatment outcomes. Results of QA evaluations should inform policy.QA programs need to be developed and the impact of QA activities in enhancing the quality of care provided by clinicians in schools should be evaluated. © 1999 John Wiley & Sons, Inc. 相似文献
11.
近二十年来,择校在美国规模不断扩大,形式日趋多样。除学券计划外,各种税收抵免和教育储蓄账户应运而生,一部分公立学校也打开校门,实施"开放入学"政策。每种择校形式内,又有不同的变式。不过,由于家长和学生的择校标准不同于决策者的假设,各校也想办法选择成绩较优或家庭背景较好的学生,所以择校在某种程度上没有实现预期的效果。它很少服务于最贫困、最需要帮助的学生,在推动公立学校改革方面作用有限。 相似文献
12.
Steven M. Ross Lana J. Smith Jason P. Casey 《School Effectiveness & School Improvement》2013,24(2):129-150
This study examined the effects on reading achievement of the Success For All (SFA) program for minority and nonminority students attending elementary school in a small midwestern city. SFA uses a research-based kindergarten program, beginning and intermediate reading programs in Grades 1–3, one-to-one tutoring for low achievers, family support, and other elements. Findings from a comparison between two SFA schools and two matched control schools showed that on individually-administered reading tests, minority (African American) students in the SFA schools performed comparably to their nonminority counterparts at the four schools while significantly outperforming control school minority students. Although overall program effects were not significant, SFA was also effective for the subsample consisting of the lowest-25% achieving students. Longitudinal results over four years showed stable benefits for the lowest-achievers, but some decline in overall program effects relative to the first two years. 相似文献
13.
《International Journal of Educational Research》1998,27(7):571-586
This chapter describes effects on students social and ethical attitudes and behaviors of a comprehensive elementary school program that was implemented in 12 elementary schools in six school districts in the United States over a four-year period, with an additional 12 schools serving as a comparison group. The program as a whole is designed to promote a sense of the school as a community. Data, collected in a baseline year and each of three program years, included classroom observations and student and teacher questionnaires. Data analyses showed variability both within and between schools in teacher changes from baseline to classroom program implementation. Positive effects on students’s sense of community and on several social/ethical variables were found for the five program schools that showed adequate changes in implementation. Structural equations modeling analyses of classroom-level data showed clear support for a model in which program effects on social-ethical outcomes for students were mediated through intervening linkages with program implementation and with the sense of community. 相似文献
14.
Florence Chang Marco A. Muñoz 《Educational Assessment, Evaluation and Accountability》2006,19(1-2):35-49
There is an increasing interest in linking character education programs with social and academic outcomes. The Child Development Project (CDP) is a character education program that promotes academic and social growth in teachers and students. This theory-driven evaluation employed a quasi-experimental design with matched control schools. School personnel participated in an intensive professional development process to learn the CDP model. Performance measures included state-mandated achievement measures, teacher self-assessment reports, and student attitudes and outcomes. Results yielded support for the CDP model as a strategy to improve social and, if properly implemented, cognitive outcomes in students; the model also improved teacher self-assessment and provided information that may facilitate professional growth about school collegiality. Implications for policy and practice will be discussed. 相似文献
15.
Xin Ma 《Journal of Educational Measurement》2001,38(1):1-18
Recent studies on the stability of school academic performance across school subject areas show two weaknesses: a lack of research attention to elementary schools and a lack of adequate statistical adjustments for school characteristics. With data describing elementary students (N = 6,883 students in Grade 6 in 148 schools) from the New Brunswick School Climate Study (NBSCS), the current study examined correlates of academic performance across mathematics, science, reading, and writing among students and among schools, using a multivariate multilevel model with statistical adjustments for student characteristics and school context and climate characteristics. Results indicated that (a) students were differentially successful in different subject areas, (b) schools were differentially effective in different subject areas, and (c) the differential success was more obvious among students than among schools. Findings of this study call for a new type of school programs that aim to ensure that students progress equally in different subject areas and for stronger school policies that systematically coordinate classroom or department practices. 相似文献
16.
We study an intervention designed to overcome multiple hurdles faced by low-income, high-ability college students to determine if and how it affects students’ long-term outcomes. UT-Austin’s Longhorn Opportunity Scholars (LOS) program recruited at impoverished high schools and provided scholarships and enhanced support services to students who enrolled. We use administrative records for Texas public college students and find that LOS had large, positive effects on enrollment in and graduation from UT-Austin, masters’ degree enrollment, and earnings. In particular, our results suggest that high achieving college attendees who went to a targeted high school saw UT-Austin enrollment increase by 71% and earnings 12 years after high school increase by 4.6% (an 82% increase among attendees). A somewhat similar program at Texas A&M called the Century Scholars Program had no effect on enrollment, but other contemporaneous enrollment shifts limit our analysis of other outcomes. The LOS results suggest that well designed, targeted recruitment programs with adequate supports can improve long-run outcomes for low-income students. 相似文献
17.
There is an increasing interest in linking character education programs with social and academic outcomes. The Child Development
Project (CDP) is a character education program that promotes academic and social growth in teachers and students. This theory-driven
evaluation employed a quasi-experimental design with matched control schools. School personnel participated in an intensive
professional development process to learn the CDP model. Performance measures included state-mandated achievement measures,
teacher self-assessment reports, and student attitudes and outcomes. Results yielded support for the CDP model as a strategy
to improve social and, if properly implemented, cognitive outcomes in students; the model also improved teacher self-assessment
and provided information that may facilitate professional growth about school collegiality. Implications for policy and practice
will be discussed. 相似文献
18.
Steven B. Sheldon 《The Urban Review》2003,35(2):149-165
This study examines the relationship between the quality of school, family, and community partnership programs and student performance on state-mandated achievement tests. Data from 82 elementary schools, located in a large urban area, were collected to explore the relationship between family and community involvement and students' achievement test performance. Analyses show that, controlling for school characteristics, the degree to which schools were working to overcome challenges to family and community involvement predicted higher percentages of students scoring at or above satisfactory on state achievement tests. The findings suggest that schools' efforts to involve families and the community in students' learning may be a useful approach to help students achieve in school, especially for students in early elementary grades. Also, the findings illustrate the importance for schools located in large urban areas to address obstacles to family and community involvement to realize the benefits associated with family and community involvement. 相似文献
19.
The Integrating and Segregating Effects of School Choice 总被引：1，自引：1，他引：0
Cory Koedel Julian R. Betts Lorien A. Rice Andrew C. Zau 《Peabody Journal of Education》2013,88(2):110-129
We evaluate the integrating and segregating effects of three distinct school choice programs in San Diego. We go beyond the traditional question of racial integration and examine the integration of students by test scores, parental education levels, and language status. In addition to measuring the net integrative effects of school choice, we also examine the underlying motives behind student participation in school choice programs and the limiting influence of supply-side constraints. Two of the programs that we consider are rooted in 1970s integration-based reforms that provide public transportation for program participants. The third program is a state-mandated, open-enrollment program that requires participants to find their own transportation to and from their choice schools. We find that the two programs with underlying integrative objectives do indeed integrate the district, but the open-enrollment program segregates the district along most dimensions. Provision of busing and geographic preferences appear to be important factors in promoting integration. 相似文献
20.
《Journal of Vocational Education & Training》2012,64(2):131-137
Abstract This paper is a discussion of the difficulties individuals who have disabilities face when they leave US federally funded public school programs. Exemplary programs from several sources outside public education are described as models for collaboration. Suggestions are provided for ways in which special education programs in the public schools can promote adherence to the Americans with Disabilities Act for their students in the transition from school to post‐secondary school and work. Other programs are highlighted that provide supportive practices that are viewed as necessary to meet the needs of students in schools and in preparation for post‐school life. 相似文献