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Browsing Colleges by Subject "Academic achievement"
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Item A case study of teacher attitudes, belief systems, and behaviors associated with substantive student academic achievement in a charter school serving an economically disadvantaged urban population(2016-11-09) Goodman, Jennifer Suzanne; Schumacher, Gerald T.; Orange, Amy; McEnery, Lillian; Price, CarlosThe purpose of this qualitative multiple case study was to research teacher attitudes, belief systems, and behaviors associated with academic achievement for students in a charter school serving an economically disadvantaged, urban population. This research sought to acquire teacher and student perceptions concerning what they believed were the most effective perspectives, convictions, and actions of successful teachers. Since the research shows that the teacher really matters and is the most impactful component to student academic achievement, then administrators can use these guiding qualities to hire the best teachers for their students and to focus on improving the caliber of their teachers. Bandura’s Self-Efficacy Theory was utilized to frame this study as the researcher viewed perceived best practices through the lens of four teachers and nine high school students in a public charter school. The findings indicated that research based best practices supporting effective teacher attitudes, beliefs, and behaviors are consistent in a public charter school as well and the greatest opportunity for academic achievement improvements lies with the quality of the teachers.Item Closing the advanced placement opportunity gap for traditionally underrepresented students(2018-04-10) Roberts, Jennifer; Corrales Chavez, Antonio; Peters, Michelle; Orange, Amy; Unruh, TiffanyExposure to rigorous curriculum is a significant predictor of college persistence and success. Traditionally underrepresented students, those who are African American, Hispanic, and identified as economically disadvantaged often do not engage in Advance Placement (AP) courses. There are several factors that lead to decreased participation of underrepresented students in AP courses including lack of information and education of the benefits of engaging in the AP curriculum. The purpose of this study was to examine the social capital of students and the students’ perceptions of their high school experiences related to college readiness. This study examined student perspectives in the areas of attitude toward college, teacher expectations and interactions, college readiness, school-wide support, and parental engagement. Additionally, student perspective was examined related to their high school experiences in terms of preparation for college and support from school faculty. Data were collected from a purposeful sample of seniors enrolled in English IV. The participants were individually matched by enrollment or non-enrollment in AP courses, gender, and ethnicity. The matched sample consisted of 123 students in AP courses and 123 students not in AP courses. Nine students participated in a focus group to obtain a deeper understanding of their high school experiences. The findings in this study show overall students in AP courses and those not in AP courses have comparable perspectives of their high school experiences as it relates to attitude toward college, teacher expectations and interactions, school wide support, and parental engagement. Only in the area of college readiness do students not enrolled in AP courses perceive they are not as prepared as their counterparts enrolled in AP courses. The focus group data revealed students felt their teachers and the College and Career Advisor were instrumental in assisting them with college planning and course selection. The students in the focus group spoke to the influence of their peers in selecting courses. The students also pointed to the importance of participating in extracurricular activities as a way to round out their high school experiences.Item Examining Factors Contributing to the Resiliency of Unaccompanied Immigrant Students in High School(2017-04-18) Pena, Clara I.; Simieou, Felix; Marquez, Judith; Orange, Amy; Jones, LisaThe purpose of this qualitative study was to analyze the resiliency factors that influence academic achievement in unaccompanied alien children in high school. To determine factors that motivate unaccompanied alien children (UAC) from Central America to have academic success, data from three student participants in a Texas high school, their parents, and several educators were collected and triangulated through interviews, observations, and photo-elicitation. Resiliency contributing to the student participants’ success in school was analyzed in two parts, internal and external protective factors. Overall, the internal factors derived from the individual character traits were similar for the three student participants to include: a high internal locus of control, personal competence, and religiosity and spirituality. The external factors in the study examined environmental and socio-cultural factors implemented by the school to engage and support UAC academically. Institutional structures that facilitated learning included curriculum and instruction, as well as a cohesive team of educators. The school culture and climate reinforced clear learning goals by setting high, yet reachable expectations for students while developing trusting and caring relationships. Specific teaching strategies, such as cooperative learning, encouraged students to socialize, facilitated acculturation, and supported both the student participants and the school’s goals for learning. Findings from the study indicated that the student participants experienced high academic achievement due to their personal character traits and the educational structures in place at their school that promoted resiliency.Item Examining the relationship between classroom climate and student achievement of middle school students(2017-04-21) Barksdale, Christopher J; Peters, Michelle; Corrales, Antonio; Divoll, Kent; Giles, MichelleThe purpose of this sequential mixed method study was to examine the relationship between classroom climate and student achievement of middle school students. This study included a review of data collected from the Learning Environment Inventory from a purposeful sample of middle school students from a large suburban school district. A purposeful sample of students in grades 6-8 were also interviewed in an attempted to provide a more in-depth understanding of the potential influence of classroom climate factors on student achievement. Quantitative data were analyzed using frequencies, percentage, and Pearson’s product moment correlations (r), while an inductive coding process was used to analyze the collected qualitative data. Quantitative analysis demonstrated that there was not a significant mean difference between classroom climate and student achievement. The qualitative analysis supported evidence from current research related to the topic that a positive relationship does exist between the two factors.Item Hope transcends: creating ladders to opportunity for at-risk students(2018-05-03) Carrington, Felecia A; McEnery, Lillian; McDonald, Denise; Jones, Lisa; Orange, AmyThe specific purpose of this study was to elevate the previous research on the construct of hope to identify the factors and attributes that at-risk students who are academically and socially successful perceive contributed to their hope. This work was built up the Hope Theory by C.R. Snyder et.al (2002). Utilizing a purposive sample, potential participants were identified at an urban middle school campus applying archival data which included standardized assessment, grade reports, school attendance records and student discipline reports. Potential participants (fifteen to twenty) who were identified as demonstrating behavioral and academic success according to archival data were invited to take a Snyder’s Children Hope scale questionnaire. Next, the researcher conducted individual interviews with the ten potential participants who scored highest on the Snyder Hope Scale questionnaire. Ultimately, six participants were selected. The researcher completed a qualitative study method utilizing the portraiture methodology. The researcher, through interviews, focus groups and observations examined family structure, guardianship and parenting, identity, pathways, and school experiences to identity saturated themes. Data analysis revealed a framework that schools can utilize to build hope in at-risk students by focusing on the key areas of positive adult relationships, social recognition, future orientation, social adaptation and service to others.Item Instruction in the Fast Lane: The Impact of Accelerated Instruction through the Student Success Initiative on Student Achievement(2018-05-01) Anderson, Jenifer Kirby; Schumacher, Gerald T.; Lastrapes, Renee; Divoll, Kent; McCarley, TroyHigh-stakes testing has been the dominant method for holding schools accountable since the implementation of No Child Left Behind (NCLB) in 2002. The Every Student Succeeds Act, enacted in 2015, continues to build on accountability policies created by NCLB to ensure that all students receive a quality education. This sustained focus on accountability makes it evident that states will continue to implement high-stakes accountability measures to ensure that every effort is being made to improve student achievement. This study examined the Student Success Initiative (SSI), a Texas high-stakes accountability measure that required students to go through accelerated instruction after failing to meet passing standards on the State of Texas Assessments of Academic Readiness (STAAR). The purpose of this study was to examine two models of accelerated instruction provided in a summer school program through SSI to determine which model had the greatest impact on student achievement. This study utilized the explanatory sequential mixed methods design to examine the implementation models of accelerated instruction and each model’s impact on student achievement. Quantitative data collected consisted of scores from the second and third administrations of the Grade 8 STAAR reading exam from students who participated in accelerated instruction in the summer school program. Qualitative data was collected through face-to-face interviews with teachers who had taught accelerated instruction in the summer school program. Hierarchical multiple regression analysis determined that the amount of time a student spent in accelerated instruction and Limited English Proficient status (LEP) significantly predicted students’ ability to achieve academic growth on the third administration of the Grade 8 STAAR reading exam. In other words, the more time a student spent in accelerated instruction equated to more growth on the third administration of the Grade 8 STAAR reading exam and LEP students scored 15 points lower than their non-LEP peers. During the interviews, these findings were shared with teachers to gain a deeper understanding of the impact accelerated instruction had on students during the summer school program. Teachers shared the benefits of the accelerated instruction curriculum and identified student struggles.Item Resiliency: Factors Effecting Academic Achievement of At Risk Fifth Grade Girls Living In Poverty(2016-08-26) Delestre, Niccole R.; Jones, Lisa; Dodo Seriki, Vanessa; Kahn, Michele; Marquez, JudithIn this study, the researcher explored the perceptions of academically successful at risk fifth grade girls living in poverty regarding risk factors present in their everyday lives. Also, the researcher explored the various coping processes these students used to negotiate life stressors to be academically successful. Therefore, the study was designed to examine resilience from the girls’ perspectives, allowing them to share their story about their success in school. The following research questions guided this study: 1. What protective factors contribute to resilience in at risk academically successful fifth grade girls living in poverty? 2. What effect does family have on the resiliency of at risk academically successful fifth grade girls living in poverty? The researcher collected and analyzed qualitative data from focus group sessions composed of five girls. The findings revealed that life stressors such as unclear expectations of teachers, experiencing a loss, and bullying caused life disruptions. In addition, the girls discussed how several coping processes like establishing and maintaining positive friendships, having a role model, and possessing certain inner qualities help them to achieve academic success. Findings suggest that educators must respect and value girls' assessment of their own academic success and allowing girls to enable their voice. In doing this, the practitioner can learn explicitly what works for at risk yet academically successful girls and perhaps apply it in closing opportunity gaps. In addition, after girls are encouraged to enable their voice, educators need to assist and support girls as they determine what changes they can implement to increase their self-efficacy.Item Teacher and Principal Experiences with Data-Driven Decision Making, School Improvement Plan Quality, and Academic Growth(2017-11-08) Bigner, Sherrod Zack; Schumacher, Gerald T.; Corrales, Antonio; Peters, Michelle; Orange, AmyData-driven decision making and improvement planning have become common expectations in today’s schools, but much is unknown about how these efforts actually occur and the degree to which they impact student achievement. The purpose of this study was to examine the influence of data-driven decision making (DDDM) and school improvement plan (SIP) quality on student achievement and to identify best practices in DDDM and school planning. The mixed-methods design employed surveys of teachers and principals, a rubric to score SIPs, principal interviews, and a qualitative review of SIPs. Quantitative results showed that while teachers and principals have many areas of agreement regarding DDDM on their campuses, they also have multiple areas of disagreement. There was limited evidence of relationships between DDDM survey results, SIP quality, and student achievement. The important role of collaboration, especially in the context of professional learning communities, emerged as a key theme in the qualitative component of the study. Results are analyzed within the theoretical framework of organizational learning theory and recommendations for future research are included.Item The Effects of Student and Teacher Ethnicity, Sex, and Teacher Experience on Achievement(2016-11-14) Parker, Brooke; Morgan, Bryan; Browning Hawkins, Sandra; Divoll, Kent; Williams-Duncan, OmahThere are multiple aspects of a learner’s experience, including instructional and environmental factors, which may affect achievement. Students may be more comfortable with whom they relate and share common experiences (Haberman & Post, 1998; Heath, 1971; Marx, 2008). But does this mean students learn best from teachers who look like them? This quantitative study, utilizing an ex post facto causal comparative analysis, investigated the effects of student and teacher ethnicity. All data was archival, consisting of 3,104 students in grade 10 and 139 teachers. Additional quantitative variables found in the data were also explored, including the effect of the sex of the student and teacher and the effect of teacher experience. Ethnicity, as well as sex, were found to have little impact. However, the data indicate teacher experience may have a greater impact on student achievement than either ethnicity or sex. Students whose teachers had 10 to 14 years’ experience demonstrated higher achievement in Mathematics. Further, students whose teachers had zero to four years’ experience outperformed their peers in Reading. Although the effect size was small, the data indicate students whose teacher had zero to four years of experience outperformed their peers respectively.Item The importance of the principal evaluation process on student achievement(2016-05-09) McMahon, Marcia K; Schumacher, Gerald T.; Divoll, Kent; Harrell, Scott; Weiser, BrendaOver the last 30 years, research has examined the role principals play in shaping school improvement and developing a foundation for student learning. This mixed methods study examined the relationship between school districts' principal evaluation processes and potential impact on student achievement in reading and mathematics. This study, conducted within 27 Texas school districts, surveyed principals and teachers from 41 campuses, as well as district office representatives. This study was conducted in three parts. First, principals were administered the Principal Evaluation Attributes, Feedback and Perception survey to measure their perceptions concerning the evaluation process in the areas of accountability, increased student achievement, professional growth, incentives for improvement, adherence to policy, and fostering school climate. Next, district evaluation instruments were analyzed with student performance in reading and mathematics on the 2011 Texas Assessment of Knowledge and Skill assessment to determine if a relationship between the quality of district developed instruments and student performance existed. Findings indicated that there was no correlation between principal evaluation instruments and student achievement. Survey results indicated that evaluation processes within districts are perceived as merely a checklist for complying with district policy and have little impact on principal professional growth or student achievement. The second component of the study included semi-structured interviews with school district level officials who were responsible for conducting the principal evaluation process. The findings suggest principal supervisors concurred with the use of district developed checklists as a means to evaluate campus principals, but had a different perception in relationship to principal performance, use for professional development, and impact on student achievement. Finally, new to this body of research, was the capturing of teacher perceptions regarding specific principal behaviors that impact student achievement in relation to the principal evaluation process. On on-line survey of teachers from the 41 campuses from this study was conducted in the spring of 2015. Teachers in this study indicate that professional growth opportunities for the campus principal should focus on school wide improvements, not necessarily personal principal development. Teachers found effective principals implement classroom-coaching strategies to improve instruction, outline expectations, and mandate needed professional growth individualized for optimal teacher performance. Thus, effective principals align professional development identified through the analysis of multiple sources of data and relate those findings to specific areas of teacher professional growth. Critical in this process is the amount of time principals spend observing classroom instruction and providing effective feedback to classroom teachers.