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1

Odom, Natalie. "Elementary School Student Achievement: An Analysis of School Size and Student Achievement." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2983.

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Student achievement is the cornerstone of educational intuitions. Having a comprehensive understanding of what factors into having a successful student achievement rate requires the use of previous research and analyzing of historical accounts. The purpose of this study was to determine if there was a difference in student achievement when elementary school size was a factor. The analysis of the results offered beneficial information pertaining to Florida's public schools while providing a stepping stone towards future research. The results of this study and subsequent studies can provide information and guidance to decision makers regarding school size relative to student achievement. The population for this data was obtained from the Florida Department of Education's Florida Schools Indicator Reports. Three elementary schools were selected from each school district in the state of Florida based on its student enrollment. A small school consisted of an enrollment of 1-300 students, a medium school consisted of 301-500 students, and a school was considered large if its enrollment was 600 students or more. From these schools, the 3rd, 4th, and 5th grade Florida Comprehensive Assessment Test (FCAT) mathematics and reading scores were analyzed. Analysis of the data revealed that there was no statistically significant difference found for student achievement in mathematics when school size was a factor. However, there was a statistically significant difference found in student achievement in reading. The significance was found to lie between medium and large schools, with large schools scoring significantly better than medium schools.
Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership EdD
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2

Leckie, George. "Multilevel modelling of school differences in educational achievement." Thesis, University of Bristol, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.520653.

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3

Woods, Danielle École. "How well money within education maximizes educational outputs in Ohio school districts." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1155662321.

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4

Randolph, Jack Lowell. "A Study of High School Improvement Initiatives and the Impact on School Achievement." Thesis, Lindenwood University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10634225.

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Educational reform is at the forefront of legislatures and school districts across the United States (Hattie, 2011). To find and employ high school improvement initiatives that lead to improved educational experiences for students, educational leaders must examine in great detail what systems have been successful and then modify the initiatives to fit the characteristics of their particular school districts (Berliner & Glass, 2015). The purpose of this study was to determine the effectiveness of initiatives one Midwestern high school implemented beginning in 2012. The initiatives implemented included the Tardy Sweep policy, Response to Intervention (RtI) program, and a Late Work policy. The data collected were archival and reflected the school years from 2010-2011 through 2015-2016. Using descriptive statistics, the findings demonstrated an improved attendance rate, a decline in discipline referrals, and decreased failure rate with the implementation of these initiatives at one Midwestern high school. The findings of this study provide a compelling argument for the implementation of the three initiatives at other high schools.

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Ingram, Brenda. "Schools in Violent Neighborhoods| The Impact on African American Elementary School Students' Academic Achievement." Thesis, University of Phoenix, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3577945.

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The academic achievement gap between African American and Caucasian students continues to be a major concern for policymakers and educators. This gap started to shrink in the 1970s and 1980s with integration, but the 1990s showed the achievement gap was on the rise again. The characteristics of the neighborhoods where children live and attend school have a great impact on their academic performances. This research study examined the relationship between poverty, community violence and the academic performance of elementary school age children, especially African American students. Seventy-eight public elementary schools were randomly chosen in Los Angeles County that had at least 10% African American students who completed the reading achievement test in each primary grade level (2-5 grade levels) in April 2012. The results showed that poverty and community violence had a significant negative impact on reading achievement test scores for African American students. Furthermore, the impact of community violence was twice that of poverty on academic performance. On the other hand, Caucasian students’ test scores were significantly impacted by poverty and not community violence. One explanation for this difference was that African American students experienced twice as much community violence in their neighborhoods as compared to Caucasian students. Since educators cannot change neighborhood characteristics, they need to focus on developing educational models that mitigate the impact of community violence and trauma on African American students.

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Urso, Christopher J. "Student Achievement in High-Poverty Schools: A Grounded Theory on School Success on Achievement Tests." Oxford, Ohio : Miami University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1206493498.

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7

Tartt, Fannie Harrison. "School improvement: the relationship between effective school characteristics and student achievement in selected Dekalb County Schools." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1986. http://digitalcommons.auctr.edu/dissertations/1832.

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The purpose of this study was to examine the relationship between effective school characteristics and student achievement after the first year of implementing a school improvement project. The intent of this study was to analyze what occurred in terms of processes and products and to compare changes in school characteristics and student changes achievement in the treatment schools in the control schools. The study posed the following questions: 1. Was there a difference in the treatment group and in the control group in changes in effective school characteristics: environment, goals, leadership, expectations, time-on-task, monitoring student progress, and home/school relations? 2. Was the treatment group more successful than the control group based on student achievement of the basic skills? 3. What was the relationship between effective school characteristics and student achievement? The study encompassed the use of an experimental design and employed techniques of ethnographic studies. Each group, treatment and control, consisted of three schools that were matched on socio-economic status and on student achievement. Six principals, 150 teachers, and 2,228 students were involved in the study. The treatment consisted of leadership training on effective school characteristics, the development and implementation of a school-based improvement plan, and staff development. The Connecticut · School Effectiveness Questionnaire, the California Achievement Test, and observed behavior were used as measurement tools. Data collected on thirty-five variables were subjected to t-tests, correlations, and factor analysis. The results of the study appear to warrant the following conclusions: 1. The DeKalb County school-based model was successful in improving effective school characteristics in the treatment group. The treatment was highly related to each of the following effective school characteristics: environment, goals, leadership, expectations, time-on task, monitoring student progress, and home/school relations. This finding was verified by observed behavior. The control group did not show significant ii improvement in any of the seven effective school characteristics. 2. There was no significant relationship between the treatment and student achievement gains in mathematics and in reading when gains were disaggregated by individual students. 3. There was a significant relationship between achievement gains in reading and in mathematics in the treatment group when gains were aggregated. 4. There was a moderately significant relationship between mathematics gain and reading gain. 5. The treatment group was successful in improving the achievement of students in each quartile. The control group was successful scores of students in quartiles, but was not in improving the first, successful the achievement second, and third in improving the achievement of students in the fourth quartile. 6. There was no significant relationship between student achievement and each of the following characteristics: environment, goals, leadership, expectations, time-on task, monitoring student progress, and home/school relations. 7. The characteristics impacted the most during the first year of implementation were leadership, time-on-task, monitoring student progress, and goals. 8. The pretest characteristics that showed high relationships with each of the posttest characteristics iii were environment, expectations, and home/ school relations. 9. A high relationship was evidenced between pretest achievement and posttest achievement in mathematics and in reading. Reading achievement was also related to mathematics achievement. 10. When socio-economic status, sex, and grade were controlled, no significant relationship existed with any of the other thirty-two variables used in this study.
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Gonzalez, Lara. "Achievement Gap-Closing School Superintendents| Challenges Faced, Strategies Used, and Collaboration with School Boards." Thesis, Hofstra University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13814846.

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This study explored the role of school superintendents and board of education trustees in closing the achievement gap, which can be defined as “the disparity in academic performance between groups of students” (Muhammad, 2015, p. 14). District leaders (superintendents and school boards) set the priorities in their school systems and have the power to promote or thwart educational equity (Skrla, McKenzie, & Scheurich, 2009). The purpose of this qualitative study was to highlight effective practices of superintendents and school boards that have prioritized closing achievement gaps and have succeeded in narrowing them. This study involved four case studies and made use of interviews, observations, and document review. The data revealed that the most formidable challenges to closing achievement gaps were increasingly diverse student needs, stakeholders’ deficit-thinking about students, lack of family engagement, and financial obstacles. In order to overcome those challenges, the researcher found that superintendents used various strategies, including setting a vision for equity at the district level, using data to drive decision-making, hiring quality teachers and leaders, using district funds resourcefully, providing rigorous curricula for students, and creating innovative academic and non-academic programs for students. Although there is academic literature on the challenges that school superintendents face in closing achievement gaps and the strategies that they have used to overcome them, there is a lack of research on how superintendents and their school boards collaborate to narrow achievement gaps. The aim of this study was to address that gap in the literature. Data revealed that district leaders collaborated to narrow gaps by setting district visions, goals, and policies, sharing information, and partnering on the budgeting and hiring processes.

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Blohm, Katherine Elizabeth. "Online High School Achievement versus Traditional High School Achievement." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4041.

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The following study examined the question of student achievement in online charter schools and how the achievement scores of students at online charter schools compare to achievement scores of students at traditional schools. Arizona has seen explosive growth in charter schools and online charter schools. A study comparing how these two types of schools are educating students will benefit parents who are considering the viability of online charter schools for their children's education. This study investigated the difference between educational achievements at online charter schools versus traditional schools. The study compared 16 online high schools to 16 similar traditional high schools. This study used the state standardized assessment, Arizona Instrument to Measure Standards (AIMS), scores to compare the two different types of schools. This study used ANOVA to compare the online charter school scores and students have in Arizona, this study identified which of these two schools is achieving greater academic success. By a significant margin the traditional brick and mortar schools achieved higher scores on the AIMS test in both reading and math. The traditional schools also achieved higher scores across the three years examined. In 2012 traditional school students earned an average of 51 points higher in reading and 41 points higher in math. In 2013 traditional school students earned an average of 84 points higher in reading and 28 points higher in math. In 2014 traditional school students earned an average of 52 points higher in reading and 35 points higher in math. This research hopes to direct positive social change by calling into question the validity of online high schools and how they are currently managed and accredited in AZ.
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10

Kite, Toby G. "Academic Interventions and Academic Achievement in the Middle School Grades." Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10027597.

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After the passing of the Individuals with Disabilities Act of 2004, many schools began to use a Response to Intervention (RtI) model instead of the discrepancy model when identifying students with specific learning disabilities (National Center on Response to Intervention, 2011). When elementary schools adopted the RtI model, it was shown to be successful with any students who need academic interventions (National Center on Response to Intervention, 2011). The success at the elementary level has led to middle schools adopting the model with varying success (National Center on Response to Intervention, 2011). In this study, middle schools that have developed an academic RtI program through the Professional Learning Community (PLC) process were compared to non-PLC middle schools that may not provide a systemic process of academic interventions to determine if PLC schools produce higher academic achievement. Academic achievement was determined by students’ Missouri Assessment Program (MAP) index scores in communication arts for seventh and eighth graders. As a result of the application of a t-test, there was not a significant difference between the scores of PLC schools and the scores of non-PLC schools. Building principals of the middle schools in the PLC group were surveyed to identify the characteristics of the RtI model that were in place. The survey results of the six top-performing PLC schools were analyzed and compared to the entire PLC group to determine what characteristics lead to improved academic achievement. The components of RtI present in the top-performing schools included interventions that were implemented for at least three years, interventions provided a minimum of three days per week, and a maximum of 70 minutes of intervention per week.

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Lamberson, Jonathan Edward Laymon Ronald L. "Educational accountability as assessed by selected 1986-1987 Illinois school report card achievement, school and student variables." Normal, Ill. Illinois State University, 1989. http://wwwlib.umi.com/cr/ilstu/fullcit?p8918619.

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Thesis (Ph. D.)--Illinois State University, 1989.
Title from title page screen, viewed October 7, 2005. Dissertation Committee: Ronald L. Laymon (chair), Patricia H. Klass, Mary Ann Lynn, Thomas W. Nelson, Patricia A. O'Connell. Includes bibliographical references (leaves 75-80) and abstract. Also available in print.
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12

Li, Jun. "Parental expectations of Chinese immigrants: A folk theory about children's school achievement." Thesis, University of Ottawa (Canada), 2002. http://hdl.handle.net/10393/6144.

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Guided by the sociocultural approach (Wertsch, 1998; Wertsch, Del Rio & Alvarez, 1995), the study explores the relationship between parental expectations of the Chinese immigrants and their children's school achievement by pursuing three objectives: (a) to depict how immigrant Chinese parents and children "do things on the basis of their beliefs and desires, striving for goals, meeting obstacles which they best or which best them" (Brurier, 1990, p.43); (b) to obtain a better understanding of how immigrant Chinese parental expectations are constructed in a given sociocultural and historical context; and (c) to examine the affordances and constraints of immigrant Chinese parental expectations on their children's school achievement. With a qualitative grounded theory methodology (Strauss & Corbin, 1990), multiple data collection methods (open-ended interviews, researcher's journal, and document review) and multiple sources of data (parents, children, and other Chinese informants) were employed to ensure research trustworthiness. Seven recent immigrant Chinese families were primary participants in the study. The convergence and divergence of the accounts of the participants and other informants put forward an immigrant Chinese folk theory. The findings comprise four sections: (a) accounts of the parents; (b) accounts of the children; (c) visible minority experiences; and (d) role of parental expectations. Based on their cultural beliefs and life experiences, the parents mainly addressed their expectations in five areas, namely school achievement, career aspirations, integration of two cultures, moral character, and leadership role. The children expressed their perceptions of parental expectations, their anxious thoughts and feelings, and their self-expectations. All participants shared their thoughts on racial discrimination, visible minority ideology, and dreams of prosperity. Both parents and children affirmed that parental expectations fostered goal orientation, mastery learning experiences, internal control beliefs, and study habits. The study has demonstrated that the relationship between parental expectations of the Chinese immigrants and their children's school achievement is significantly shaped by the dynamic and complex interplay of multiple forces such as indigenous cultural expectations, personal life experiences, and the challenges of acculturation. High parental expectations and children's striving for excellence are rooted in Chinese cultural heritage and are situationally motivated and historically transformed in different ways in response to the demands of the Canadian sociocultual context. By giving voice to this fastest-growing yet under-researched largest visible minority group in Canada, the study makes educational experiences of the Chinese immigrants intelligible to the general public as well as to policy makers. It lends insights to the importance and necessity of anti-racism education. It assists immigrant Chinese parents and children to achieve mutual understanding in the process of acculturation. It also helps teachers and counsellors understand the cultural and family factors involved in schooling for immigrant Chinese children, so as to provide more efficient social and academic mentoring for non-mainstream children, and ultimately to enhance future school-home collaboration.
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13

Johnson, Brent E. "Comparing Achievement between Traditional Public Schools and Charter Schools within the Big Eight Urban School Districts in Ohio." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1311693290.

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14

Voiles, Derek. "Preschool Enrollment and Elementary School Achievement in an East Tennessee School District." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3319.

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The purpose of this study was to determine if a significant difference in achievement scores exists among students based on whether or not they attended preschool as measured by standardized achievement reading-language arts and math scores on the Tennessee Comprehensive Achievement Program assessment for fourth grade students in a single East Tennessee school district. The variables of grade level and preschool attendance were considered. The population consisted of fourth grade students during the 2014-2015 school year. Data were gathered from the Tennessee Comprehensive Assessment Program achievement test scores obtained from the 2014-2015 school year and from the school district’s preschool attendance records. Independent t-tests were used to evaluate differences in the variables. Findings in this study did not show any significant difference in achievement tests scores of students who attended preschool and those who did not. Scale scores were tested in this model for fourth grade achievement scores. These scores consisted of Reading-Language Arts and Math. Areas tested were found to have no significant differences for fourth grade when compared by preschool attendance, gender, or ethnicity.
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Byrd, Stenette III. "Middle school students' participation in extracurricular activities: Relationships to school identification and achievement." W&M ScholarWorks, 2011. https://scholarworks.wm.edu/etd/1539618632.

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This study sought to build on existing research in the areas of student extracurricular activity participation, school identification, and improvement of student achievement. The purpose of this study was to determine the impact of extracurricular activity participation and school identification upon one another and their combined and individual contributions to the goal of student achievement.;The study was conducted using archival data from the 2009-2010 school year along with data from a survey that target extracurricular activity participation and school identification. Data were analyzed for a sample of 314 students out of a population of over 900 in Grades 6, 7, and 8 from two different middle schools. Students were given a survey at the start of the 2010-2011 school year, after being promoted to Grades 7, 8, and 9. The survey results provided the researcher with a school identification and extracurricular activity participation score for each student. These scores were compared to achievement data comprising the end-of-year grade point average and the mathematics and reading Virginia Standards of Learning scaled scores.;The results of the study indicated that there was a mild relationship between students' participation in extracurricular activities and their identification with their school. The findings revealed no significant relationships between students' participation in extracurricular activities and any of the achievement measures, or between student school identification and academic achievement.
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Hankins, Steven N. "The Effects of Ed modo on Student Achievement in Middle School." Thesis, St. Thomas University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3715320.

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The study was conducted to determine whether Edmodo, an interactive digital platform that enables students and teachers to interact collaboratively, has an impact on student achievement. Teachers at an urban southeast middle school were given the opportunity to receive training in Edmodo and after doing so, agreed to participate in this study. A total of 207 seventh-grade students exposed to Edmodo were compared to 120 students who were not. An aptitude treatment interaction design applied through least squares regression was used to examine the joint impact of demographics (i.e., gender, ethnicity, English language learner status, special education status, and age relative to grade), initial ability, and exposure to Edmodo on students’ Florida Comprehensive Assessment Test scores in reading. The results of this study failed to identify a significant first or second order effect of Edmodo on students’ reading achievement. Among the demographic factors examined, only English language learner status was found to have a significant impact on student achievement. The impact of Edmodo may depend on the quality and quantity of its usage, as captured through a share score. Future studies should consider using causal modeling to explore that relationship. Efforts should be made to continue using the platform in order to realize the benefits associated with it. Future efforts should focus on gaining a deeper understanding of the way collaboration affects student achievement.

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Keith, Joe Allen. "Perceptions of school leadership capacity and student achievement." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2009. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

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18

Sellers, Robert L. "The effect of Classroom P.T.A on student achievement in a selected elementary school." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1989. http://digitalcommons.auctr.edu/dissertations/1915.

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Purpose of the Study: The purpose of this study was to examine the effects of Classroom P.T.A. on student achievement in a low socio-economic elementary school. The time frame involved the 1985-86/1987-88 school year before and after the establishment of Classroom P.T.A. Methodology: This was a case study using a comparative analysis of the Iowa Tests of Basic Skills for grades 1-5 for the 1985-86/1987-88 school year. The achievement scores before and after the establishment of Classroom P.T.A. were analyzed using the "t" test. Also, the responses from the teacher perception questionnaire were tabulated using percentages to determine the level of parental expectations since the establishment of Classroom P.T.A. Conclusions: It appears that: 1. When teachers organize Classroom P.T.A.s and promote teacher-student-parent conferences, low SES parents feel a sense of success in schooling for their children. 2. When teachers construct a profile analysis for each student in order to adjust or create a new curriculum to meet the needs of the individual learner, then, students' test scores are likely to improve. Findings: 1. The mean reading score for Ragsdale School in 1985-86 was 41.754 and in 1987-88, 49.3216. The calculated "t" value was 2.99 with 170 degrees of freedom. This was significant at the .003 level. Hence, there is a significant increase in students' reading scores for 1987-88. This shows that Classroom P.T.A. had a significant impact on the reading score, and the null hypothesis is rejected. 2. The mean mathematics score for Ragsdale School in 1985-86 was 49.1579 and in 1987-88, it was 65.8598. The calculated "t" value was 5.40 with 170 degrees of freedom. This was significant at the 0.000 level. Hence, there is a significant increase in student mathematics scores for the school year 1987-88. This shows that Classroom P.T.A. had a significant impact on mathematics scores, and the null hypothesis is rejected. 3. The improvement of test scores does not arise from any change in the SES for 1985-86/1987-88. Recommendations: 1. That further study be made using Classroom P.T.A. chosen for this study, but using a larger sample. 2. That in-service workshops be provided for teachers to sharpen their interpersonal skills to work ·more effectively with parents.
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Jaworowski, Harriet Ling. "The relationship of organizational health and school safety to student achievement." W&M ScholarWorks, 2003. https://scholarworks.wm.edu/etd/1539618851.

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Educators are compelled by federal and state legislation to investigate multiple aspects of the school organization to address factors that may increase student achievement. This study addressed this issue by investigating organizational health and school safety in urban elementary schools and their relationships to student achievement. The study explored elementary school teachers' perceptions regarding organizational health and school safety. These data were correlated to student achievement on the Virginia Standards of Learning Tests in English and mathematics for fifth grade.;The Organizational Health Inventory (OHI) for elementary schools was used to survey teachers' perceptions of institutional integrity, collegial leadership, resource influence, teacher affiliation, and academic emphasis in 24 urban elementary schools in Virginia. The School Safety Survey (SSS) gathered data on teachers' perceptions of school safety. The fifth grade Virginia Standards of Learning (SOL) tests in the areas of English and mathematics were the measurement tools for student achievement. This study compared the overall health indices and the subscale scores of organizational health to school safety, achievement in English, and achievement in mathematics. It further investigated the relationship between school safety and achievement in English as well as achievement in mathematics.;The study showed that there was a strong positive relationship between organizational health and safety, organizational health and student achievement in both English and mathematics, and school safety and student achievement in both English and mathematics. Regression analysis of the subscales of organizational health revealed that academic emphasis had a strong independent effect on student achievement in English and mathematics. Correlation and regression analysis with regard to organizational health and safety indicated that organizational health had an independent effect on English, but not mathematics.
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Morgan, Lyndsay Marie. "LEADERSHIP EFFORTS TO CLOSE THE ACHIEVEMENT GAP FOR HISTORICALLY UNDERPERFORMING SUBGROUPS (HUS) IN ELEMENTARY SCHOOLS (K-6): HOW ONE SUBURBAN SCHOOL DISTRICT IS ADDRESSING THE ACHIEVEMENT GAP." Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/519423.

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Educational Administration
Ed.D.
The achievement gap has been identified as a significant challenge faced by school districts across the nation and has been an item on the national agenda for quite some time. Students that are part of the identified disaggregated groups are not achieving at the same rate as their White and Asian counterparts. While urban schools have had to deal with disparities in student achievement across racial lines for decades, suburban districts are now faced with greater numbers of students who are not demonstrating success and achievement academically. As a result, school districts are challenged to design programs to meet the needs of students that have fallen into the gap; and they must come up with ways to fill the academic gaps that individual students have in order to demonstrate progress. In response to the achievement gap, districts are designing interventions and programs that specifically address the needs of these students. Data driven decision-making is a direct result of the progress that school districts and schools must show for every student and student group. This study identifies how the Ganton School District, a suburban district outside of Philadelphia, Pennsylvania, is addressing the achievement gap through district-level and building-level leadership. Efforts evidenced through programs and initiatives are identified that are having an impact on the success and academic achievement of black students that have fallen into the gap in the Ganton School District.
Temple University--Theses
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Lam, Oi-yeung. "Family dynamics and educational outcomes." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31472370.

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Broh, Beckett A. "Racial/ethnic achievement inequality separating school and non-school effects through seasonal comparisons /." Columbus, Ohio : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1069794238.

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Thesis (Ph. D.)--Ohio State University, 2003.
Title from first page of PDF file. Document formatted into pages; contains xii, 107 p.; also includes graphics (some col.). Includes abstract and vita. Advisor: Douglas B. Downey, Dept. of Chemistry. Includes bibliographical references (p. 92-98).
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Ortiz-Brewster, Bernadette. "Examining U.S. Middle School Students' Achievement in a Blended Learning Environment." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2225.

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Abstract U.S. middle schools are increasing offering blended learning curricula that integrates virtual and face-to-face instruction, but the effectiveness of this mode of instruction at the middle school level has not been adequately explored. This investigation provides additional data to the current body of knowledge related to blended learning as a viable option for middle school students. The theoretical framework for this investigation derives from Lev Vygotsky's social development theory and Jean Piaget's constructivist theory of knowledge. The central research question focused on the difference in achievement scores between 6th grade students participating in a virtual course as compared to the 6th grade students participating in a face-to-face course, and the difference between the overall scores of the thirty-five 6th grade students in the two respective courses as compared to the thirty 7th grade students. A causal-comparative research design was used. An ANOVA was conducted and the achievement scores of the total sample size of sixty-five 6th and 7th grade students at a charter school located in the U.S. state of Maryland were analyzed. The 6th grade students scored higher than the 7th grade students in virtual learning. In both grade levels, achievement scores were higher for students who had taken the virtual course, illustrating the merits of virtual learning for middle school students. This study provides data that may influence organizational leaders' decision making regarding whether to use a blended learning model at the middle school. This study supports virtual learning and can contribute to positive social change by supporting the creation of more blended learning middle schools in Prince George's County
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Moore, Kashara S. "The relationship between educational achievement and educational aspirations for Latino middle and high school students." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3708289.

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Almost one-third of the students attending public high schools in the United States dropout of school each year with Hispanic students being a significant percentage of the students failing to graduate. While, this is a national problem, there is a variation in the rates in which specific ethnic/racial groups are dropping out of school with Hispanics (36.5%) dropping out at a higher rate than Asian (8.6%) and White (19%) students. This study analyzes the group difference between Latino students' educational aspirations and academic achievement during eighth and 10th grade, as well as gender difference in aspiration level.

The findings of this study assessing the relationship of educational aspirations and academic achievement of Latino students who are participants of GEAR UP yielded varying results. The educational aspirations of the GEAR UP Latino students during eighth and 10th grade showed a growth in the variable over time. Further, the educational aspirations and the academic achievement of the student participants produced relationships of significance during the students' eighth grade year, but not during their 10th grade year. It was found during eighth grade, participants with educational aspirations of a bachelor's or master's degree had better academic outcomes, based on California Standard Test (CST) performance, than student participants with higher educational aspirations of a professional degree (i.e., medical, law). This was not the case for 10th grade findings, which yielded non-significant results between academic achievement and educational aspiration after the transition to high school. Next, when analyzing aspiration level based on gender, there was no significant relationship, which may be attributed to the programming of GEAR UP. Lastly, a regression analysis to assess the predictability of 10th grade GPA was reviewed using the independent variables eighth grade GPA, CST performance, and educational aspiration. The analysis showed eighth grade GPA had the strongest relationship to 10th GPA.

These findings suggest there are factors beyond educational aspirations contributing to student persistence and academic achievement in high school, with eighth grade GPA having the strongest relationship to 10th grade GPA. Based on this, the perception students have about their possible education attainment level may be developed based upon educational experiences from middle school. Therefore, student's relationships, self-efficacy beliefs, and academic performance in this period of the educational pipeline are critical for educational attainment levels beyond high school.

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Scott, April. "Block Scheduling and Students' Achievement in Mathematics in a Selected Nebraska School District." Thesis, University of South Dakota, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10638508.

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The sixth grade is very important for education stakeholders, as it marks the beginning of the transition period for students to high school. No consensus has been reached so far among scholars on whether block scheduling is the best way to provide students the time that is necessary to facilitate effective learning and the retention of knowledge.

The purpose of this quasi causal-comparative, ex-post facto study was to determine the effectiveness of block scheduling in improving the mathematical performance of sixth-grade students by using data from a selective Nebraska public school system regarding the performance of its sixth-grade students on their state assessment evaluation scores in traditional and nontraditional schedules. The researcher analyzed the results of a mathematics assessment from one school in the Nebraska public school system, using data from learners at the sixth-grade level as the specific purposeful sample. The results indicated that there were no significant differences found in student mathematical proficiency scores for each type of scheduling. This suggests that the type of scheduling of mathematics courses does not influence a student’s mathematical achievement. This conclusion also held true when comparing the students of various races, free or reduced lunch status, and genders. Due to limitations including missing data and an intermittent block schedule, the researcher cannot conclude that block scheduling improves academic performance; further studies are recommended.

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McIntosh, Novea. "Authentic Instruction and Achievement of Fifth Grade Charter School Students." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1165.

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Students' performance on standardized tests continues to dominate the discourse in the educational arena as it reflects student growth and teacher performance. The low performance index scores of 5th grade students at 2 elementary charter schools in urban southwestern Ohio has been a major concern of the school district. Guided by social constructivism, the purpose of this research study was to identify curricular practices that influence student academic achievement. Semistructured interviews were conducted with 4 reading teachers and 2 administrators; curriculum maps, tests scores, and lesson plan documents were also reviewed. Interview, test score, and lesson plan documents were analyzed through an open-coding process and constant comparison of data to ensure trustworthiness. The findings revealed that 5 th grade reading teachers and principals used teacher-centered instructional practices that did not connect with students' backgrounds. Based on the findings, a capstone project was developed that provided a content-specific professional development training for reading teachers that would expose them to student-centered instructional practices related to students' backgrounds. The implications for positive social change include engaged classrooms with student-centered instructional practices that could increase student achievement in urban schools.
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Weathersbee, Julia Catherine. "Impact of technology integration in public schools on academic performance of Texas school children /." View online, 2008. http://ecommons.txstate.edu/arp/272.

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Slater, Alan. "How do school managers view and use data to help improve student achievement at their school?" Thesis, University of Oxford, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.711732.

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Wentling, David J. "The relationship among commitment, achievement and educational aspirations in at-risk middle school students /." Access abstract and link to full text, 1993. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9412292.

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Jurewicz, Marsha Moye. "Organizational citizenship behaviors of middle school teachers: A study of their relationship to school climate and student achievement." W&M ScholarWorks, 2004. https://scholarworks.wm.edu/etd/1539618640.

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In response to accountability issues mandated by federal and state legislation, educators are looking at various aspects within schools to identify relationships between school variables and student performance. This study addressed this issue by investigating the relationship between organizational citizenship behaviors of middle school teachers and student achievement, and organizational citizenship behaviors of middle school teachers and school climate within 82 middle schools throughout the state of Virginia. This study also explored the relative effects of student socio-economic status (SES) and organizational citizenship behaviors on student achievement. The Organizational Citizenship Behavior in School Scale (OCBS) was used to measure teacher organizational citizenship behavior. The School Climate Index (SCI) was used to measure school climate. The eighth grade Virginia Standards of Learning math and English Tests were the measurement tools for student achievement.;A significant relationship was found between organizational citizenship behavior (OCB) and student achievement in both English and math. There was also a significant relationship between OCB and school climate. Additional correlational analysis found significance between organizational citizenship behaviors and each of the four dimensions of school climate: collegial leadership, teacher professionalism, academic press, and community engagement. Further stepwise regression analysis indicated that SES had a significant independent effect on student achievement in both math and English. Organizational citizenship behaviors had a significant independent effect on student achievement in English when controlling for SES.
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Conley, Laura. "An Exploration of Informed Student Goal Setting on Achievement in a Midwest Middle School." Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10241489.

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This dissertation is a mixed-methods study that critically looked at peer-reviewed articles and empirical research findings about goal setting for middle school students and the possible effects that goal setting had on achievement. This project synthesized the information from articles about goal setting in general and, more specifically, the student-informed goal-setting processes. The study spawned from the literature review and critically assessed one teacher’s use of the informed goal setting process to affect the achievement of her Midwestern middle school students. Students in the treatment group completed pre and post-questionnaires that assessed their understanding of goal setting and achievement. The researcher used students’ assessment data reports to instruct and coach students on their use of data to establish SMART goals for fall conferences, during the winter and spring R-CBM and MAZE testing, and quantitatively compared the treatment groups’ data to that of a peer-like control group. The researcher analyzed focus group responses for perception trends about the goal setting process. The results of the qualitative information and quantitative data indicated an attitudinal and behavioral shift in the use of the SMART goal setting process; however, the researcher found no statistically significant difference between the treatment and control groups. Goal setting did not have adverse effects on either student performance or behavior; so, with proper feedback, conferencing, and follow-through, goal setting should continue to be part of routine habit-building instruction. Further study is needed to determine the effect that the ‘informed’ aspect had on student attitudes and achievement and to explore parental influences on goal setting and attainment.

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Smith, Kathleen M. "The impact of district and school climate on student achievement." W&M ScholarWorks, 2008. https://scholarworks.wm.edu/etd/1539618795.

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The purpose of this study was to examine district climate and explore its relationship to school climate. It also explored the relationships of these factors to student achievement in districts with low- and high-poverty elementary schools. Instruments used included the School Climate Index and the District Climate Index.;This was a quantitative correlational study that examined the possible relationships between district climate, school climate and student achievement on the 2007 Standards of Learning assessments for grades 3, 4, and 5 English (reading, research and literature) and mathematics in 25 low- and 44 high-poverty elementary schools in 36 Virginia districts. A Pearson r was used to determine the relationship between the constructs and was computed with a significance level of p < .01. The Independent-Samples t Test procedure compared the means for school climate and district climate in low- and high-poverty schools and the means for mean scale scores on SOL assessments in low- and high-poverty schools.;Significant relationships were found between district climate and school climate and between the constructs of district climate and school climate in all schools and in high-poverty schools. No significant relationships were found between district climate and student achievement; however, relationships were found between school climate and student achievement and the constructs of school climate and student achievement.
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Mason, Bryce. "Achievement effects of five comprehensive school reform designs implemented in Los Angeles Unified School District." Santa Monica, Calif. : Rand, 2005. http://www.loc.gov/catdir/toc/fy0606/2005453275.html.

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Coursey, Beverly J. "Impact of Maine high school reform on student engagement and achievement." Restricted access (UM), 2007. http://libraries.maine.edu/gateway/oroauth.asp?file=orono/etheses/37803141.pdf.

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Böhlmark, Anders. "School reform, educational achievement and lifetime income : essays in empirical labor economics /." Stockholm : Department of Economics, Stockholm University, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-6822.

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36

Ray, Rosalind. "The Relationship Between Georgia Public School Educational Funding Sources and Academic Achievement." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5407.

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In the United States, state educational finance systems are required to ensure that every student obtains an adequate and equitable education. The purpose of this quantitative study was to evaluate the financial management aspect of public funding and the consequences of Georgia's reliance on local property tax revenue for financing its public school districts and attaining student academic achievement outcomes. The research questions examined whether there was a difference in student academic achievement levels of economically disadvantaged (ED) students based on the total 8th grade student population, annual property valuations, and median home sale prices during the 2006-2014 school terms. Systems theory management, resource allocation, and property taxation provided the theoretical framework for the study. Data were obtained from public, online databases in Georgia. Purposive sampling identified the ED students who took the Grade 8 Writing Assessment (EGWA), the test used to measure the ED students' academic performance levels (n = 27,136). Results from Pearson correlation analyses indicated an inverse relationship between the number of ED students who passed the EGWA and the median sale prices of homes, and school districts with high property tax revenue were more likely to have higher test scores than school districts located in areas with low property tax revenue. Multiple regression analyses showed that the academic performance of 8th grade ED students who passed the EGWA was predicted by the total number of 8th grade students who passed the test. The implication for positive social change is that it is not the amount of public funding that affects student academic achievement, but how the funds are spent that can change academic achievement.
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Hollis, Lanny Keith. "Catholic Sschools and Student Academic Performance: Does the Urban Catholic School Experience Mitigate Ethnoracial Disparity?" Cleveland State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=csu1266877069.

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38

Johnson, Liz. "A Complexity Context to North Carolina Charter School Classroom Interactions and Climate| Achievement Gap Impacts." Thesis, The George Washington University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10099551.

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This multimethod, multiphase study was designed to determine the impact of charter school reform on achievement in North Carolina. The study was designed to be an analysis of the relationship between classroom climate, interactions, and student achievement, through a complexity systems context. This methodology allowed for combined qualitative, quantitative, network analysis, and agent-based modeling to capture the simple, complicated, complex, and chaotic interactions in classrooms. The data for the study were drawn from eighth-grade mathematics teachers and students at four charter schools in a North Carolina urban area (n = 300). Through the analysis of data, a more detailed and nuanced picture of the relationship between classroom climate, interactions, and charter school achievement emerged. The findings suggest that teacher control and second-semester math grades are statistically significant; the higher the level of control teachers exercise, the higher students score on common core achievement. According to the findings of this study, North Carolina charter schools have served as a successful reform strategy to address the achievement gap problem in North Carolina, with school-specific strategies including high teacher support, students’ teaching students, IAP/tutoring/online supplemental program, and small classrooms. All schools, on average, scored 30.9% to 56.8% higher on grade-level proficiency (GLP) than the North Carolina 2014–2015 average. The network analysis showed how classrooms can be more or less complex in different ways with instructional, emotional support, and behavior management interactions that fit into network structures of teacher to one-student, teacher to whole class, whole class to teacher, and student to student or students. The predictive ABM, based on achievement scores over time, school achievement strategy, classroom climate, high teacher control, and second-semester math grades, demonstrated accuracy. The ABM captured macroclassroom and microstudent outcomes, along with climate changes based on interactions that either increased or reduced positive climate. This is important because a teacher has limited resources and must deal with uncontrollable influences from outside the classroom. Teachers have the power to create a positive or negative climate by their verbal and nonverbal interactions. Teachers’ interactions have consequences that impact students’ achievement and students’ lives. Consequently, every interaction matters.

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Allen, Julia G. G. "The Extent to Which the School Leader Makes Efforts to Close Black Male Achievement Gaps that Promote Reconciliation of Value Differences within the School Organization." Thesis, The George Washington University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10258323.

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As a society, America has struggled to resolve some deep-seated differences over values. These differences are most visible and divisive in the historical White-Black dichotomy. In the realm of education, the Black male achievement gap is a vivid reminder of this previously legalized oppressor-oppressed relationship.

The Black male achievement gap is a particularly unique phenomenon in that Black male students surpass every other racial and gender category in educational achievement gaps (NCES, 2013a, 2013b, 2014a, 2014b; NAEP, 2011, 2013). This phenomenon is well-known and well researched. Many researchers point to a fundamental conflict over values that results in this lingering gap between Black male students and their peers. Though these value differences have been researched, how these differences are being reconciled in efforts to close Black male achievement gaps is not known.

Argyris and Schön’s (1978, 1989b) theoretical framework provides a practical way to engage the values of the school organization. This perspective allows social scientists to understand whether or not the values guiding the actions of the organization are enabling the organization to effectively meet its stated goals. This research study analyzes a school’s process of responding to the Black male achievement gap, focusing on the school leader’s efforts to close these gaps. The theory of action framework allows the school leader’s efforts to be mapped, distinguishing between espoused and in-use theories of action and understanding if and how the in-use theories are reconciling value differences within the school organization.

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Brown, Christina S. "Achievement Gap in Reading| A Study of School Practices and Effectual Results." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3732249.

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While it is important to recognize the economic background of students and home factors contributing to their achievement, the purpose of this study was to discover what best practices schools were implementing with low socioeconomic students to narrow the achievement gap in communication arts (Darling-Hammond & Richardson, 2009; Gorski, 2013; Snell, 2003). The research design incorporated mixed-methods by employing data collected from surveys, interviews, and secondary data sources. A triangulation of data was used to increase the credibility and validity of the study (Fraenkel et al., 2012; Mills, 2014). For this study, the quantitative data were collected using a survey as well as Missouri Assessment Performance (MAP) scores. The qualitative data were collected through interviews. In addition to increasing the validity of the study, the benefits of using triangulation also included creating varied ways to understand and reveal the results of the study (Fraenkel et al., 2012; Guion, Diehl, & McDonald, 2011; Mills, 2014). The results of this study indicated a blend of research-based best practices can make a positive impact in narrowing the achievement gap in students from low socioeconomic backgrounds in the area of communication arts. The significance of this research is the results provide educators an outline of successful research-based instructional strategies to assist communication arts students.

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41

Pennington, Bennie L. "Student achievement in relationship to comprehensive school reform and selected teacher behaviors." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2007. http://digitalcommons.auctr.edu/dissertations/2751.

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As a result of low student achievement in a large school district in Georgia, the decision was made to implement a comprehensive school reform (CSR) model in each failing school so as to enhance the capability of teachers to increase student achievement. This study examined the extent to which student achievement was improved by a comprehensive school reform (CSR) model used in a large, independent school district in Georgia when controlling for selected school and teacher variables. A questionnaire was administered to 266 teachers at the schools that were implementing the CSR model. The dependent variable in the study was student achievement as measured by the extent to which a teacher rated the number of students who made gains as compared to where they started in reading and math skills and obtained an “A” or “B” grade. The major finding from the Pearson correlation analysis was that teacher experience was significantly related to thirteen independent variables in the study. The findings also suggest that experienced teachers with a record of three or more years of successful student outcomes should be used as teacher-leaders, model lead teachers, reading specialists and facilitators, math specialists and facilitators and in other roles as instructional support staff and should be allowed to conduct math, reading and classroom discipline professional development workshops for their local schools and for the school district.
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42

Giambona, Michael. "The impact of chronic victimization on high school academic achievement by attachment status." Scholarly Commons, 2013. https://scholarlycommons.pacific.edu/uop_etds/120.

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Children experience a variety of social interactions from the time they begin school until they leave school. A significant and sometimes life altering social interaction is bullying. While being bullied is a common occurrence for many, a subgroup of children is regularly singled out for ongoing and prolonged victimization (Williams & Veeh 2012). Data from the NICHD SECCYD database (n=601) were subjected to multiple analyses to determine the impact of peer victimization in four domains: depression, loneliness, social support, and academic achievement (subtest scores on Passage Comprehension and Applied Math on the WJ Achievement) and to determine if the effects of these variables on reading and math achievement vary between securely and ambivalently attached children. After controlling for intellectual ability, direct effects were found on academic achievement. The models were constrained and a significant increase in χ 2 was found for multiple pathways, indicating that the effects of attachment rating on academic achievement was significantly different for ambivalently or securely attached participants.
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43

Johnson, Jon Thomas. "A Study of the Impact of Retention on Student Achievement in Three Rural Missouri School Districts." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3734189.

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A case study was performed using archival data from retained students in three rural Missouri school districts. The data were examined to determine if a correlation existed between grade level retention and improved student achievement in Math and English Language Arts. A t-test was used to determine the impact retention had on student achievement. Scores were collected from the Missouri Assessment Program (MAP) data from retained students the year before they were retained, as well as the year following when they were retained. Data were collected from 2006-2014. Data from this study revealed students who were retained showed significant gains in academic achievement in both Math and English Language Arts. By running a one-way analysis of variance (ANOVA), it was discovered there was a difference in the performance of males and females after being retained. Retention was also revealed to play a significant role in determining the probability of a student dropping out of school. As a result of this research, it is recommended multiple strategies of instructional improvement and modes of student intervention or retention are implemented before a student is considered for grade-level retention.

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44

Riddle, Winston A. "An Examination of Demographic Characteristics of Elementary School Principals and Student Achievement Scores." Digital Commons @ East Tennessee State University, 1987. https://dc.etsu.edu/etd/2773.

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The purpose of this study was to consider the specific demographic characteristics of elementary school principals in conjunction with the academic achievement of students in an attempt to identify characteristics that might assist in the identification of effective principals. The characteristics tested were the principal's age, sex, race, tenure in the current position, total experience as a principal, level of previous teaching experience, and level of education. During and following the review of the literature, a list of characteristics was compiled and refined and a survey instrument constructed. The survey was sent to 255 randomly selected elementary school principals in North Carolina. A total of 222 responses were received. For each responding principal, third and sixth grade student achievement scores were obtained from the Department of Research, North Carolina Department of Public Instruction. These scores were the result of the spring 1986 administration of the California Achievement Test in the North Carolina Annual Testing Program. The scores were grouped according to the characteristic being studied and compared for significant differences using one-way analysis of variance or t tests. Grade-wide significant differences were found only in third grade scores when compared by the principal's race and sixth grade scores when compared by the principal's tenure in the current position. Significant differences were found for some student sex/race group scores when compared by the teaching experience, race, and the sex of the principal.
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45

Vaux, Nicole Danielle. "Academic optimism and organizational climate as predictors of academic achievement and school effectiveness." Thesis, The University of Alabama, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3711942.

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An investigation into the relationship of organizational climate and academic optimism as predictors of student achievement and school effectiveness was conducted. De-identified secondary data from 67 elementary schools in the Northern portion of Alabama were used. The instrumentation for this study included School Academic Optimism Survey (SAOS), Organizational Climate Index (OCI), the Index of Perceived Organizational Effectiveness (IPOE) which is now known as the SE Index (School Effectiveness Index), a composite score for Academic Achievement (AA), and socioeconomic status (SES). Ordinary Least Squares Block Regression method was used to test the effects of the independent variables separately and together on school effectiveness and academic achievement. The results suggested that all variables had a moderate correlation with each other. Also, when controlling for SES both optimism and climate served as independent predictors for achievement and effectiveness. When entered into a regression model together while controlling for SES, climate predicted achievement while optimism did not. This was likely due to the small sample size as compared to the number of predictors in the model. Both climate and optimism served as predictors for effectiveness when in the regression model. The results of this study lend further support to the importance of School Academic Optimism and Organizational Climate as predictors of academic achievement and organizational effectiveness.

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Wolfe, Laurie. "Using data from the Idaho Achievement Test as a tool for school improvement /." ProQuest subscription required:, 2005. http://proquest.umi.com/pqdweb?did=1184156701&sid=1&Fmt=2&clientId=8813&RQT=309&VName=PQD.

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47

Kotler, Ruth M. "Student Achievement in Ohio Charter Schools: A Comparative and Longitudinal Study." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1336060460.

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48

Pfefferle, Kevin. "The Effects of the After School Program Kids Unlimited on Students' Academic Performance on the Ohio Achievement Assessment." University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1321645711.

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49

VanHorn, Pamela Marie. "Linking Collaborative Leadership Practices to Increased Student Achievement." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492599398353328.

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50

Allen, Melissa. "A Quantitative Study of International School Working Conditions and Learning Environments in Relation to Student Achievement." Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10130181.

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With an increased focus on global competition, many educators and policymakers relied on international assessments such as the Programme for International Student Assessment (PISA) to evaluate the ability of their education system to prepare students for the global economy. Students in the United States continued to demonstrate disappointing results on the PISA, which led to an outcry by American educators and policymakers and a call for reform. To lessen the achievement gap between the United States and other countries, experts suggested the importance of identifying the characteristics of high performing countries and adapting effective policies to fit the needs of the United States.

The current study sought to provide a research-based foundation for school reform in the United States by initially seeking relationships between research-based factors of school working conditions and learning environments (initial teacher education and professional development; teacher appraisal and feedback; school climate; school leadership; and teachers’ instructional beliefs and pedagogical practices) from the Teaching and Learning International Survey (TALIS) and student achievement. Then, where relationships occurred, the researcher ascertained the extent of differences within those factors between the United States and the top five, middle five, and lowest five performing countries that participated in both the 2012 PISA and 2013 TALIS.

The analysis of the data revealed several relationships among factors of school working conditions and learning environments and student achievement. The results also indicated several differences within these factors between the United States and the selected countries. Based on these results the researcher offered several recommendations to educators and policymakers in the United States, such as providing teachers with the time and skill to offer each other meaningful feedback, completing further research on the efficacy of utilizing student performance data in evaluation frameworks, allowing teachers more meaningful opportunities to reflect and collaborate in order to foster common beliefs about teaching and learning, and providing additional training to teachers in the United States on the appropriate and effective use of assessment strategies.

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