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Journal articles on the topic 'Educational and school achievement'
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1
Ybnu Taufan, Muhammad. "Professional Development of Teachers, Competencies, Educational Facilities and Infrastructure on Teacher Performance and Learning Achievement of High School Students in Makassar City." Golden Ratio of Social Science and Education 2, no. 1 (March 3, 2022): 24–38. http://dx.doi.org/10.52970/grsse.v2i1.168.
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This study aims to analyze teacher professional development, competence, educational facilities, and infrastructure that affect teacher performance and high school student learning achievement. The population in this study was all teachers from five public high schools and five private high schools, with 183 teachers as samples. The analytical model used in this study is a structural equation model (SEM) using the AMOS program. The results showed that teacher professional development has no significant effect on the performance. Competence, educational facilities, infrastructure, and teacher professional development, have a positive and significant effect on teachers' performance. Competence has no significant impact on the performance of teachers. Educational facilities and infrastructure have a positive and significant effect on student learning achievement. Teacher performance has a positive and significant effect on students' learning achievement. Teacher professional development has a positive and significant effect on the learning achievements of high school students through teacher performance. Competence has a positive and significant effect on the learning achievement of high school students through teacher performance. Educational facilities and infrastructure have a positive and significant effect on the learning achievements of high school students through teacher performance.
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McMillen, Bradley J. "School Size, Achievement, and Achievement Gaps." education policy analysis archives 12 (October 22, 2004): 58. http://dx.doi.org/10.14507/epaa.v12n58.2004.
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In order to examine the relationship between school size and achievement, a study was conducted using longitudinal achievement data from North Carolina for three separate cohorts of public school students (one elementary, one middle and one high school). Results revealed several interactions between size and student characteristics, all of which indicated that the achievement gaps typically existing between certain subgroups (i.e., more versus less-advantaged, lower versus higher-achieving) were larger in larger schools. Results varied across the grade level cohorts and across subjects, but in general effects were more common in mathematics than in reading, and were more pronounced at the high school level. Study results are discussed in the context of educational equity and cost-effectiveness.
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Ready, Douglas D., Valerie E. Lee, and Kevin G. Welner. "Educational Equity and School Structure: School Size, Overcrowding, and Schools-Within-Schools." Teachers College Record: The Voice of Scholarship in Education 106, no. 10 (October 2004): 1989–2014. http://dx.doi.org/10.1177/016146810410601005.
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Consistent with the Williams v. California suit, our focus in this article is on educational equity, particularly the interface between equity and school organization. We concentrate on two structural issues, school size and school overcrowding, and one specific school structure, schools-within-schools. We organize the article as an interpretive summary of existing studies of these topics, concentrating on how these structural issues relate to social stratification in student outcomes, particularly academic achievement. Our evidence is drawn from both national studies and, when available and appropriate, from research that discusses the effects of school structure in California. We use this evidence to define which size high schools are best for all students (600–900 students), which responses to school overcrowding are appropriate (building more schools rather than adding portable classrooms or multitrack year-round schooling), and how creating smaller learning communities in high schools can work well for everyone by reducing the potential for internal stratification. California policies, however, have not promoted these responses. In many cases they have actually exacerbated inequality in educational outcomes and assisted the transformation of the social differences students bring to school into academic differences. We advocate reforms that are associated with high achievement and achievement that is equitably distributed by race, ethnicity, class, or family origin. Reforms that raise achievement of children at the lower end of the distribution without damaging those at the top are ones toward which we believe our nation should strive. By offering empirical evidence of practices that lead toward this important goal, we hope to inform the important debates surrounding the Williams case.
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Berkowitz, Ruth, Hagit Glickman, Rami Benbenishty, Elisheva Ben-Artzi, Tal Raz, Nurit Lipshtat, and Ron Avi Astor. "Compensating, Mediating, and Moderating Effects of School Climate on Academic Achievement Gaps in Israel." Teachers College Record: The Voice of Scholarship in Education 117, no. 7 (July 2015): 1–34. http://dx.doi.org/10.1177/016146811511700703.
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Background It is widely agreed among educational researchers and practitioners that schools with positive climates can effectively mitigate the influence of students’ and schools’ socioeconomic status (SES) on academic achievement. Nevertheless, the exact mechanisms by which this occurs are unclear. Objective This study aimed to fill that gap, examining student perceptions of school climate, student academic achievement, and student and school SES in Israel to develop a reliable and comprehensive assessment of the role of school climate in the relationship between student and school SES and achievement. Specifically, the study tested whether school climate has an additive contribution to academics beyond students’ and schools’ SES (compensation model), whether the school's SES influences its social climate, which in turn influences academic achievement (mediation model); or whether the relationship between SES and academics changes across schools with different climates (moderation model). Research Design Secondary analysis of a large-scale, nationally representative sample of fifth- and eighth-grade Hebrew-speaking students in public schools in Israel (N = 53,946). Data Analysis Hierarchical linear modeling (HLM) was used to examine models with variables both on the student and the school levels. Linear regressions were used to examine student level and school level only models. Results School climate had an additive compensation contribution to academic achievements, both on the student and the school levels. School climate moderated the relationship between students’ SES and academic achievements. However, findings did not support the hypothesis that school climate mediated the relationship between SES background and academic achievement, both at the student and school levels. Conclusions School climate plays an important role in accounting for achievements, beyond students’ and schools’ SES. Results highlight the need to improve school climate, especially in schools serving communities of low SES, to enhance social mobility and equality of opportunity.
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Oh, Min Ah, and Seung-Joo Na. "Does Academic Achievement in Middle School Influence Career Maturity in High School? A Comparison based on School Types." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 12 (June 30, 2023): 487–99. http://dx.doi.org/10.22251/jlcci.2023.23.12.487.
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Objectives This study analyzed how academic achievement in second year of middle school had an effect on career maturity in first year of high school mediated by self-efficacy and academic internal motivation for learning in third year of middle school according to the type of school, innovative schools and general schools.
Methods Data from the 5th (2016)-7th (2018) years among the panel data of the 4th graders of the Gyeonggi Education Panel Study were used and a mediation model analysis was performed. SPSS MACRO mediation model analysis was performed by inputting academic achievement variables in the 5th year, self-efficacy in the 6th year, internal motivation variables for learning, and career maturity variables in the 7th year. Gender, household income, family type, parental attachment, and educational aspirations were input as control variables.
Results The main analysis results are as follows. First, academic achievement had positive effect on career self-understanding mediated by internal motivation in innovative school and self-efficacy in general school. Second, academic achievement had a positive effect on career planning mediated by internal motivation and self-efficacy in both innovative and general school. The mediating effect of internal motivation was larger in innovative schools than in general schools.
Conclusions Based on this, the educational effectiveness of innovative schools was discussed. In particular, the fact that the learning experience at an innovative school leads to career maturity through the intrinsic motivation of learning showed us that the innovative school policy can be a new educational alternative in an educational climate that values only academic achievement.
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Autor, David, David Figlio, Krzysztof Karbownik, Jeffrey Roth, and Melanie Wasserman. "School Quality and the Gender Gap in Educational Achievement." American Economic Review 106, no. 5 (May 1, 2016): 289–95. http://dx.doi.org/10.1257/aer.p20161074.
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Recent evidence indicates that boys and girls are differently affected by the quantity and quality of family inputs received in childhood. We assess whether this is also true for schooling inputs. Using matched Florida birth and school administrative records, we estimate the causal effect of school quality on the gender gap in educational outcomes by contrasting opposite-sex siblings who attend the same sets of schools--thereby purging family heterogeneity--and leveraging within-family variation in school quality arising from family moves. Investigating middle school test scores, absences and suspensions, we find that boys benefit more than girls from cumulative exposure to higher quality schools.
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Nonte, Sonja, Aidan Clerkin, and Rachel Perkins. "An Examination of Science Achievement and School Compositional Effects in Ireland Using TIMSS Data." European Journal of Educational Research 11, no. 4 (October 15, 2022): 2523–36. http://dx.doi.org/10.12973/eu-jer.11.4.2523.
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<p style="text-align: justify;">Recent educational policy initiatives in Ireland have focused on improving outcomes in reading and mathematics among students, particularly those experiencing educational disadvantage. However, science achievement in Irish primary schools has received much less research attention, especially in the context of educational disadvantage. This article examines science achievement and its relationship to school compositional effects in primary schools at the national level, including school-average indicators of the school context, as well as examining factors associated with science achievement in three distinct categories of schools (those with high, moderate, or minor levels of educational disadvantage). The data are drawn from the Fourth grade Trends in International Mathematics and Science Study (TIMSS) 2015 database for Ireland. Multilevel analyses were implemented in a stepwise manner. Findings suggest the relevance of school contexts with regard to science achievement. Before including school-level contextual variables, students from ‘minor disadvantaged’ schools achieved significantly higher science scores than students from schools with ‘moderate’ or ‘high’ levels of disadvantaged. However, this difference disappears after controlling for predictors at the school level. The findings highlight the importance of the home environment, including early numeracy activities and skills before children start school. Results are discussed with regard to educational policy and educational practice in Ireland.</p>
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Cobb-Clark, Deborah A., Mathias Sinning, and Steven Stillman. "Migrant Youths’ Educational Achievement." ANNALS of the American Academy of Political and Social Science 643, no. 1 (July 12, 2012): 18–45. http://dx.doi.org/10.1177/0002716212440786.
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The authors use 2009 Programme for International Student Assessment (PISA) data to link institutional arrangements in OECD countries’ to disparities in reading, math, and science test scores for migrant and native-born students. The authors find that achievement gaps are larger for migrant youths who arrive at older ages and for those who do not speak the language of the PISA test at home. Institutional arrangements often serve to mitigate the achievement gaps of some migrant students while leaving unaffected or exacerbating those of others. For example, earlier school starting ages help migrant youths in some cases but by no means in all. Limited tracking of students by ability appears to be beneficial for migrants’ relative achievement, while complete tracking and the presence of a large private school sector appear to be detrimental. Migrant students’ achievement, relative to their native-born peers, suffers as educational spending and teachers’ salaries increase, but it improves when teacher evaluation includes an examination component.
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Bautista, Gabriel, Caitlin Mello, Jennifer Song, and Richard Unite. "Law Enforcement and Restorative Circles: Impacts on Educational Achievement." Columbia Social Work Review 20, no. 1 (May 16, 2022): 13–32. http://dx.doi.org/10.52214/cswr.v20i1.9640.
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Connections have been observed between police involvement in school discipline and the utilization of suspensions as punishment. While proponents of school surveillance believe that police are necessary to provide safety in schools, education advocates question students’ perception of safety and its effects on educational outcomes. This article examines the relationship between police officer presence and certain educational outcomes, including student attendance, access to higher education, standardized test scores, and suspension rates. Also included in this analysis is an exploration of the relationships between these variables and classroom restorative circles used to manage conflict and find alternative solutions to safety. Does police presence have a significant impact upon attendance, access to higher education, standardized test scores, and suspension rates for students? Does the use of restorative circles at school, an alternative to traditional student discipline, have a significant impact upon attendance, access to higher education, standardized test scores, and suspension rates for students? To address these inquiries, an Ordinary Least Squares (OLS) regression analysis is used on both predictors with the School Survey on Crime and Safety collected by the U.S. Department of Education (DOE). Results demonstrate a statistically significant relationship between police officer presence and suspensions. Restorative circle use in schools has a significant impact upon decreased school suspensions and increased standardized test scores. To conclude the paper, real-world implications on school policy development are discussed. Keywords: police in schools, suspension rates, educational outcomes, restorative justice circles, standardized test scores
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Senler, Burcu, and Semra Sungur. "Parental Influences on Students' Self-Concept, Task Value Beliefs, and Achievement in Science." Spanish journal of psychology 12, no. 1 (May 2009): 106–17. http://dx.doi.org/10.1017/s1138741600001529.
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The aim of this study was twofold: firstly, to investigate the grade level (elementary and middle school) and gender effect on students' motivation in science (perceived academic science self-concept and task value) and perceived family involvement, and secondly to examine the relationship among family environment variables (fathers' educational level, mothers' educational level, and perceived family involvement), motivation, gender and science achievement in elementary and middle schools. Multivariate Analysis of Variance (MANOVA) showed that elementary school students have more positive science self-concept and task value beliefs compared to middle school students. Moreover, elementary school students appeared to perceive more family involvement in their schooling. Path analyses also suggested that family involvement was directly linked to elementary school students' task value and achievement. Also, in elementary school level, significant relationships were found among father educational level, science self-concept, task value and science achievement. On the other hand, in middle school level, family involvement, father educational level, and mother educational level were positively related to students' task value which is directly linked to students' science achievement. Moreover, mother educational level contributed to science achievement through its effect on self-concept.
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SOLYALI, Sibel, and Suleyman CELENK. "The Impact of Family on School Achievement." Revista de Cercetare si Interventie Sociala 71 (December 1, 2020): 325–42. http://dx.doi.org/10.33788/rcis.71.20.
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Parents have a significant role in children education. Children maintain their knowledge and habits in school life and in the family environment throughout their lives. These behaviors and attitudes acquired in the family environment directly affect students' school success. In this study, the tradition of parents reading, democratic attitude, training, support, comparison, incompatibility, parent- school relationship, educational status, income levels, and the number of children have been compared. Survey method among quantitative research methods and demographic information scale developed by the researcher were used in the study. The third grade comprised a sample of 307 students from 9 schools determined by random sampling from primary schools in Northern Cyprus. It concluded that parents 'level of education, income level, divorce and having three children directly affected children's school success accaording to reading tradition, democratic attitude, educational support, comparison, lack of livelihood and the state of the parents' relationship with the school variables.
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Lazarus, Amit, and Nabil Khattab. "The unobserved power of context: Can context moderate the effect of expectations on educational achievement?" Ethnicities 18, no. 4 (May 31, 2018): 541–70. http://dx.doi.org/10.1177/1468796818777548.
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There is growing evidence that shows that social context is becoming less significant in influencing educational achievements and expectations. Additionally, evidence indicates that expectations are high across the board and becoming of declining significance to educational achievement. In light of this, we reexamine and offer an alternative to the renowned linear models connecting background variables to scholarly achievement via pupils' educational expectation. Analysis of GCSE scores, using three consecutive waves of the Longitudinal Study of Young People in England, reveals that the verity of this classical claim is dependent on occupational class, ethnic origin, and school socio-economic status level. These results thus confirm an unrecognized effect of family and school background variables on achievement—not only to engender expectations but also to moderate their influence. This recognition expands and deepens understanding of inequality in educational achievement and social mobility by treating expectations as a resource and analytically distinguishing between the ability of a social group or a certain school to attain or create high expectations and their ability to capitalize on it and translate these into achievements. We find that in many cases, expectations still possess strong potential to transform into achievement, while in others they are high across the board and rather inconsequential.
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Orabi, Muhanna Mohammad, Mohammad Ali Ashour, and Akram Mahmoud Al-Omari. "The Role of Preparatory School Principals in Providing a Safe School Environment and its Relationship to Students’ Academic Achievement." Jordanian Educational Journal 9, no. 1 (January 30, 2024): 331–53. http://dx.doi.org/10.46515/jaes.v9i1.585.
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The current study aimed to identify the role of preparatory school principals in the North district within the Green Line in providing a safe school environment and its relationship to students' educational achievement from the teachers' point of view. The descriptive correlational methodology was used, and the questionnaire was used as a tool for the study after verifying its validity and reliability. The study sample consisted of (351) male and female teachers who were chosen by random sampling. The results showed that the level of the role of preparatory school principals in the North district within the Green Line in providing a safe school environment was high, and that the level of educational achievement of students was high. The results also showed a positive correlation between the provision of a safe school environment and the level of educational achievement of students. The study recommended strengthening the practices of school principals that enhance safety in schools, providing principals with updates on security and safety in schools, and ways to improve school achievement.
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Akinnubi, Olaolu Paul, Rasheedat Oladunni Ajape, and Moses Adeleke Adeoye. "The Influence of School Climate and Goal Achievement Structure in Nigerian Public Schools." International Journal of Universal Education 2, no. 1 (June 29, 2024): 61–69. http://dx.doi.org/10.33084/ijue.v2i1.7530.
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The paper explores the importance of school climate and goal achievement structure in Nigerian public schools. It highlights the significance of these elements in shaping the educational environment. The school climate, influenced by factors such as leadership, teacher-student relationships, safety and discipline, significantly impacts student well-being, academic performance and overall school success. The goal achievement structure is also crucial in Nigerian public schools, drives academic progress and shapes the future of students. The relationship between school climate and goal achievement structure is also explored. This understanding is crucial for fostering a conducive educational environment and achieving academic objectives. The paper then delves into goal achievement structure, its significance in Nigerian public schools to firm its alignment with national education objectives and the challenges associated with its implementation. It highlights the complexities of implementing these components within the Nigerian public school system. In conclusion, understanding the influence of school climate and goal achievement structure in Nigerian public schools is crucial for improving education quality and fostering an academic and personal growth environment.
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Wibowo, Syahriar Ardanto, and Rukayah Rukayah. "Effect of Public Elementary School Financial Challenges on Student Achievement." Jurnal Ilmu Pendidikan 25, no. 1 (May 8, 2020): 6. http://dx.doi.org/10.17977/um048v25i1p6-15.
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The quality of education is often seen from the achievements of students. Meanwhile, student achievement in school is influenced by many factors. The financing factor is one factor that cannot be separated from the teaching and learning process. The relationship between educational funding and student achievement is still being debated. This study aims to reveal the relationship between the number of funding resources in schools and student achievement. This research used qualitative methods. Data collection was carried out using interviews, observation, and documentation techniques. The collected data were analyzed using interactive model analysis and purposive sampling techniques. The results of this study indicate that public elementary schools have limited sources of funding. The amount of money managed by one school differs depending on the number of students and the ability of parents. This study finds that education funding has no direct effect on student achievement. Schools that have significant financial resources do not necessarily have high achievements. The effectiveness of schools in managing their finances also becomes essential. Besides, the role of policymakers, the ability of teachers, and the participation of parents are crucial to increase the education quality.
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Steinmann, Isa, and Rolf Strietholt. "Student achievement and educational inequality in half- and all-day schools: Evidence from Germany." International Journal for Research on Extended Education 6, no. 2-2018 (April 25, 2019): 175–97. http://dx.doi.org/10.3224/ijree.v6i2.08.
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Several countries have expanded extended education in recent years. In Germany, the most substantial educational reform is the ongoing transformation of the traditional half-day school system into an all-day school system. Among politicians, expectations are high that all-day schools will promote student achievement and reduce social achievement inequalities. To test these assumptions, we used representative data from the National Educational Panel Study (NEPS) to estimate two-level latent growth models for achievement in grades 5, 7, and 9. The analyses revealed initial achievement differences but no differences in achievement growth or changes in inequality throughout secondary school. This suggests that selection mechanisms are at work but that half- and all-day schools are not differentially effective. We discuss these findings in light of the international debate on the quality of extended education.
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Ha, Bongwoon, Deokho Jang, Namsook Kim, Jihoon Song, Myunghyun Yoo, and Junhee Myung. "A Comparative Case Study on the Operation Process of the Education Welfare at School according to the Placement of Educational Welfare Workers." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 15 (August 15, 2022): 211–25. http://dx.doi.org/10.22251/jlcci.2022.22.15.211.
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Objectives The purpose of this study is to compare the operation process of educational welfare at schools, identify limitations, and suggest improvement methods.
Methods Considering the placement of educational workers, school level, school location, and number of students, focus group interview and written investigation were conducted on 8 target schools, 16 school faculties. Written investigation and focus group interview questions were constructed based on the CIPP model. The collected data were analyzed based on the CIPP model.
Results The educational welfare operation process of the unit school differed depending on the placement of educational workers. First, schools with educational workers tried to realize universal welfare that focuses on satisfying various educational welfare needs for all students, while schools without educational workers focused on the target and scope of educational welfare for students of a specific class. Second, most schools with educational workers were systematically organized into departments, budgeting, and functions and roles of manpower, while schools without educational workers had difficulty operating due to limited manpower, organization, and budget input. Third, in the case of schools with educational workers, various types of support are provided based on the school's internal and external cooperation system, while schools without educational workers have difficulty in selecting target students, case management, and linking with external resources. Finally, regarding the achievements of educational welfare, schools with educational workers presented visible achievements such as student growth, community change, and improvement of educational equity, while non-arranged schools presented visible achievements such as improved academic achievement and positive peer relations.
Conclusions Schools should view all students as potential targets of educational welfare. In order to realize educational welfare in daily educational activities, ‘integrated growth support team’ should be established or strengthened on an organizational basis, ‘integrated growth case management’ on a content basis, and ‘cooperative governance’ on a professional basis.
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Hong, Jio, Seung-Ho Lee, and Ju Hur. "Meta-Synthesis of Education Community." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 10 (May 31, 2023): 311–26. http://dx.doi.org/10.22251/jlcci.2023.23.10.311.
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Objectives The purpose of this study is to analyze achievements and limitations of Educational Community operation and explore future directions for improvement of school-community partnership. Methods The study applied qualitative meta-synthesis in analyzing the achievements and limitations through 11 qualitative studies. Specific framework for the analysis were curriculum linkage between school and local community, public-private-school partnership, and autonomy of local community and expansion of education to community. Results The results of the meta-synthesis showed that first, Educational Community had achievements in linking the school and community and providing various curriculum to the students. However, teachers, parents, and students had to face a dilemma between the old school based education and the new form of Educational Community, which created limitations. Second, a system of public-private-school partnership was found as a achievement of the Educational Community operation. At the same time, with different structure and culture of different organizations, practical partnership was not in place. Finally, Educational Community contributed to community members’ participation in education, which is a great achievement compared to a closed school-based education. However, sustainability of community members’ participation was a question remained to be resolved. Conclusions The practical and policy implications are: first, Educational Community require practical support to facilitate the operation of the curriculum that are created through school and community. Second, the results suggest the need for coordinating roles of public-private-school partnership for effective operation of Educational Community. Lastly, Educational Community needs to adopt an integrated approach of school and community to ensure the sustainability of its’ accomplishments.
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Bae, Heera, and Kyung-Hwa Lee. "Development of History-based Creative Achievement Educational Models and Programs." Korean Society for Creativity Education 24, no. 2 (June 30, 2024): 1–15. http://dx.doi.org/10.36358/jce.2024.24.2.1.
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As interest in creativity as a future competency has increased globally, There has been a demand for educational models and programs to enhance creative achievement that can be applied in school settings. In this study, ‘H-CAM’, a history-based creative achievement model, was developed as a curriculum model that can enhance learners’ creative achievement, and a program was developed based on this model. H-CAM proceeds by discovering historical achievements based on historical facts, events, and phenomena and deriving new creative achievement ideas that fit the social and cultural environment. The creative education program based on H-CAM was developed in a total of five sessions: historical analysis, discovery of achievements in history, ideas through creative achievements in history, discovery and definition of problems, discussion, testing, and creative achievement stages. The validity of the model and program was proven through expert content validity, and the effectiveness of the program was proven through experimental research.
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Abrantes, Pedro. "Full-time Schools in Portugal: Participation and Educational Achievement." Journal of New Approaches in Educational Research 12, no. 1 (January 15, 2023): 139. http://dx.doi.org/10.7821/naer.2023.1.1166.
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Since its implementation in 2006, Portugal’s full-time schools programme led to a massive increase of curricular enrichment and family-support activities in public schools throughout the country. The literature review brings together important contributions from previous research and assessments of the full-time school programme, including results of similar programmes in other countries and particularities of the Portuguese case. The methodological design is outlined, describing the research questions as well as the variables and categories under consideration. Drawing on extensive administrative data from all public schools in the country, the analysis focuses on participation rates and their link to school location, socioeconomic context, local providers, and educational achievements. The (moderately) positive correlation between participation rates and educational success arises as a key finding, for which possible explanatory factors are discussed. The article concludes with some implications for policy-making and future research on this topic.
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Bygren, Magnus, and Erik Rosenqvist. "Elite Schools, Elite Ambitions? The Consequences of Secondary-Level School Choice Sorting for Tertiary-Level Educational Choices." European Sociological Review 36, no. 4 (March 16, 2020): 594–609. http://dx.doi.org/10.1093/esr/jcaa008.
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Abstract We ask if school choice, through its effect on sorting across schools, affects high school graduates’ application decisions to higher education. We exploit a school choice reform that dramatically increased achievement sorting across secondary schools in the municipality of Stockholm, employing a before–after design with a control group of students in similar schools located outside this municipality. The reform had a close to zero mean effect on the propensity to apply for tertiary educational programs, but strongly affected the self-selection by achievement into the kinds of higher educational programs applied for. Low achievers increased their propensity to apply for the ‘low-status’ educational programs, on average destining them to less prestigious, less well-paid occupations, and high achievers increased their propensity to apply for ‘high-status’ educational programs, on average destining them to more prestigious, well-paid occupations. The results suggest that increased sorting across schools reinforces differences across schools and groups in ‘cultures of ambition’. Although these effects translate into relatively small increases in the gender gap, the immigration gap, and the parental education gap in educational choice, our results indicate that school choice, and the increased sorting it leads to, through conformity mechanisms in schools polarizes educational choices of students across achievement groups.
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Cervini, Rubén. "Differences in cognitive outcomes between cognitive and non-public school students and private secondary education in Argentina: A multilevel analysis." education policy analysis archives 11 (February 10, 2003): 6. http://dx.doi.org/10.14507/epaa.v11n6.2003.
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In this article, effects of attending public or private schools on cognitive achievement (Mathematics and Language) and on non-cognitive outcomes (attitudes toward Mathematics and educational and success expectations) of students in the last grade of the secondary education in Argentina are explored by means of multilevel analysis. The study examined data of more than 130,000 students of approximately 3,300 high schools, depending on the outcome indicator considered, from the Censo Nacional de Finalización del Nivel Secundario 1998 (High School National Census of 1998). Student's math and language scores were based on standard tests applied to the students at the end of the academic year. Using multilevel linear modeling with three levels (student, school and state), the author found that (i) the relative influence of schools on cognitive achievements is much higher than on non-cognitive outcomes; (ii) there is no difference in Mathematics achievement between public and private schools once socioeconomic and cultural school composition (“peer group”) are controlled for, while private schools have a small advantage over public school in Language achievement; (iii) the most important effect of the public-private dichotomous variable is detected in relation to the distribution of student “success expectations.” The results are discussed in terms of both the “cultural reproduction theory” and the segmentation process of the educational system in Argentina. Some implications for policy are drawn from the analysis.
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Ermolova, T. V., A. V. Litvinov, E. A. Balygina, and A. V. Guzova. "Formation of Adolescents’ Achievement Motivation in Modern Educational Space." Современная зарубежная психология 8, no. 2 (2019): 7–18. http://dx.doi.org/10.17759/jmfp.2019080201.
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Analyzing studies on motivation carried out by foreign scholars in 2017–2019 one can identify the following trends in search of motivational factors of achievements at school level and family miсrocommunity: the desire to stand out and assimilate, attractiveness and popularity, family tradition of education, relationships with parents, self-image, resilience. These studies distinctly show the value of motivational climate and suspended individual supporting strategies focused on life goals, including emotional involvement. Deep involvement in school life and the authority of the teacher can be regarded as predictors of high achievement motivation of junior adolescents. The review analyzes the reasons of reduction in learning motivation of high schoolers. The article discusses the models that demonstrate the role of belief in self-efficacy and role of mother and father in the formation of school achievement motivation. The authors show that scientists gradually shift the emphasis in the direction of non-invasive ways of shaping the «induced» learning motivation and targeted motivation for learning of particular top-requested disciplines.
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Sternberg, Robert J., Bruce Torff, and Elena L. Grigorenko. "Teaching triarchically improves school achievement." Journal of Educational Psychology 90, no. 3 (1998): 374–84. http://dx.doi.org/10.1037/0022-0663.90.3.374.
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Fetler, Mark. "School Dropout Rates, Academic Performance, Size, and Poverty: Correlates of Educational Reform." Educational Evaluation and Policy Analysis 11, no. 2 (June 1989): 109–16. http://dx.doi.org/10.3102/01623737011002109.
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Educational policy makers have questioned the effects of school reforms on at-risk students. Are higher academic standards associated with greater numbers of dropouts? This study examines school average dropout rates for 2 consecutive years in conjunction with percentage covered by Aid to Families With Dependent Children (AFDC), total enrollment, achievement, and academic course enrollments for all of California’s regular public high schools. Both AFDC percentage and total enrollment were associated with higher dropout rates. Higher achievement was associated with lower dropout rates even after statistically controlling AFDC percentage and total enrollment. The year-to-year stability of school dropout rates and their correlations with the other study variables were assessed. The findings suggest that school effectiveness measures that result in higher student achievement may also enhance the effectiveness of dropout treatment programs.
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Yusran, Yusran. "Teacher Performance and Learning Achievement on Educational Facilities of High School Students." Jurnal Paedagogy 9, no. 3 (July 21, 2022): 591. http://dx.doi.org/10.33394/jp.v9i3.5307.
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The purpose of this study was to examine the Professional Development of Teachers, Competencies, Educational Facilities and Infrastructure on Teacher Performance and Learning Achievement of High School Students. The population in this study were all teachers from 5 public high schools and 5 private high schools in the education unit of the Makassar City Education and Culture Office, sample of 183 teachers. The analytical model used in this research is descriptive quantitative and Structural Equation Model (SEM) using the AMOS program. The results showed that teacher professional development had a positive and insignificant effect on teacher performance. Competence has a positive and significant effect on teacher performance. Educational facilities and infrastructure have a positive and significant effect on performance. Teacher professional development has a positive and insignificant effect on student achievement. Competence has a positive but not significant effect on teacher performance. Educational facilities and infrastructure have a positive and significant effect on student learning achievement. Teacher performance has a positive and significant effect on student achievement. Teacher professional development has a positive and significant effect on student learning achievement through teacher performance. Competence has a positive and significant effect on student achievement through teacher performance. Educational facilities and infrastructure have a positive and significant effect on learning achievement of high school students in Makassar City through teacher performance.
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Konstantopoulos, Spyros, and Geoffrey D. Borman. "Family Background and School Effects on Student Achievement: A Multilevel Analysis of the Coleman Data." Teachers College Record: The Voice of Scholarship in Education 113, no. 1 (January 2011): 97–132. http://dx.doi.org/10.1177/016146811111300101.
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Background/Context A main objective of the Equality of Educational Opportunity Survey (EEOS), conducted in 1965, was to document the lack of availability of equal educational opportunities for minority students in public schools. Another equally important objective was to reveal specific inequalities in facilities and resources available to students in predominantly minority or predominantly White schools. Coleman et al. (1966) analyzed the EEOS data and found surprisingly few differences between the characteristics of schools attended by minority and White students. As a result, Coleman et al. concluded that school characteristics are not strongly related to student achievement in the presence of family background and that family inputs are much more valuable predictors of student achievement than school inputs are. Purpose/Objective/Research Question/Focus of Study The present study revisited this issue about the importance of schools in promoting student achievement and reanalyzed the EEOS 12th grade data using multilevel models. Our sample included 12th graders in public schools in the U.S. in 1965. We sought to determine the predictive efficacy of school characteristics on student achievement net of the effects of family background. The overarching question motivating this research is: Would Coleman and his colleagues have reached the same conclusions had they had available today's multilevel modeling statistical methods that are more appropriate for determining school effects? Research Design We used both regression and multilevel models to gauge school effects and compared our findings to those reported by Coleman et al. Our estimates infer strictly correlational, not causal, associations between school characteristics and achievement. Conclusions/Recommendations We found considerable and significant between-school variance in achievement, which suggests school effects. Similarly, the observed school characteristics used in our models explained a substantial proportion of the between-school variation in achievement. Our results also indicated that schools play meaningful roles in distributing equality or inequality of educational outcomes to females, minorities, and the disadvantaged. These results are in congruence with recent studies that examined school effects from the 1970s to the 1990s using U.S. national probability samples of students (Konstantopoulos, 2006; Konstantopoulos & Hedges, 2008).
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Cobb-Clark, Deborah A., and Nikhil Jha. "Educational Achievement and the Allocation of School Resources." Australian Economic Review 49, no. 3 (September 2016): 251–71. http://dx.doi.org/10.1111/1467-8462.12159.
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van Welie, Liesbeth, Joop Hartog, and Ilja Cornelisz. "Free School Choice and the Educational Achievement Gap." Journal of School Choice 7, no. 3 (July 2013): 260–91. http://dx.doi.org/10.1080/15582159.2013.808566.
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Cocoradă, Elena, Ana-Maria Cazan, and Ioana Emanuela Orzea. "School Climate and School Achievement in the Romanian Secondary Education." Journal of Psychoeducational Assessment 36, no. 5 (December 1, 2016): 516–22. http://dx.doi.org/10.1177/0734282916683285.
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This article presents a tool that provides reliable scores for studying the school climate from the students’ perspective, created for the Romanian context. The main aim of the article is to present the psychometric properties of the instrument. The participants were 605 students, enrolled in four secondary schools and four high schools, from an urban area. The exploratory and confirmatory factor analyses revealed a seven-factor structure: student–teacher relationships, headmaster’s involvement in school life, student–student relationships, school satisfaction, achievement motivation, student–form teacher relationship, and perceived safety. The results revealed that gender, school location, and parents’ educational level could significantly predict school performances.
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de Zeeuw, Eveline L., Catherina E. M. van Beijsterveldt, Eco J. C. de Geus, and Dorret I. Boomsma. "Twin Specific Risk Factors in Primary School Achievements." Twin Research and Human Genetics 15, no. 1 (February 2012): 107–15. http://dx.doi.org/10.1375/twin.15.1.107.
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The main aim of this study was to examine twin specific risk factors that influence educational achievement in primary school. We included prenatal factors that are not unique to twins, except for zygosity, but show a higher prevalence in twins than in singletons. In addition, educational achievement was compared between twins and their nontwin siblings in a within-family design. Data were obtained from parents and teachers of approximately 10,000 twins and their nontwin siblings registered with the Netherlands Twin Register. Teachers rated the proficiency of the children on arithmetic, language, reading, and physical education, and reported a national educational achievement test score (CITO). Structural equation modeling showed that gestational age, birth weight, and sex were significant predictors of educational achievement, even after correction for socioeconomic status. Mode of delivery and zygosity did not have an effect, while parental age only influenced arithmetic. Mode of conception, incubator time, and birth complications negatively affected achievement in physical education. The comparison of educational achievement of twins and singletons showed significantly lower ratings on arithmetic, reading, and language in twins, compared to their older siblings, but not compared to their younger siblings. Low gestational age and low birth weight were the most important risk factors for lower educational achievement of twins in primary school. It seems that the differences observed between twins and their nontwin siblings in educational achievement can largely be explained by birth order within the family.
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Želvys, Rimantas, Rita Dukynaitė, Jogaila Vaitekaitis, and Audronė Jakaitienė. "School leadership and educational effectiveness." Management 24 (May 29, 2019): 17–36. http://dx.doi.org/10.30924/mjcmi.24.si.2.
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This paper examines the links between student learning and school leadership focusing on Lithuania in comparative perspective. Different aspects of school leadership areas are being outlined, but after a more thorough analysis of the educational effectiveness perspective, it seems that the direct link between principal and student achievement is not that clear. In order to explain this, we further analysed the role which school autonomy plays in effective leadership and found that different countries chose different levels of power distribution. After revealing diversity in meta-analyses and reviews about the existing effect sizes of school decentralization we looked into different tasks on which school heads spend their time, and noticed that instructional leadership is most effective in adding value to student achievement. What exactly counts as instructional leadership is debated and may change depending on context. The presumption that leadership and school effectiveness are related, could be valid only if school accountability and autonomy particularities are taken into account, therefore the reforms in selection, recruitment and training of school heads could be expected to drive effectiveness of education systems only as far as the right balance of the three (accountability, autonomy, leadership) are found.
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Zimmer, Ron, Brian Gill, Jonathon Attridge, and Kaitlin Obenauf. "Charter School Authorizers and Student Achievement." Education Finance and Policy 9, no. 1 (January 2014): 59–85. http://dx.doi.org/10.1162/edfp_a_00120.
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In the academic and policy debates over the merits of charter schools, two things are clear: First, they are here to stay and, second, their quality varies widely. Policy makers therefore need to understand how to design charter laws that promote the creation of high-performing schools. Crucial to this discussion is the charter authorizing process, which varies across the nation. In some states, authorizing power is held exclusively by local school districts, whereas other states allow a range of authorizers that may include not only local districts, but also nonprofit organizations, counties, higher educational institutions, or a state agency. In this paper we use individual student-level data from Ohio, which permits a wide range of organizations to authorize charter schools, to examine the relationship between type of authorizer and charter-school effectiveness as measured by students’ achievement trajectories.
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Evensen, Miriam. "Adolescent Mental Health Problems, Behaviour Penalties, and Distributional Variation in Educational Achievement." European Sociological Review 35, no. 4 (April 3, 2019): 474–90. http://dx.doi.org/10.1093/esr/jcz015.
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Abstract Prior research shows that mental health problems are linked to worse student achievements in school, but few studies address whether the consequences of such problems vary by student achievement level and the role of teachers’ grading practices in these processes. In this study, I examine the relationship between mental health problems and grade achievement at the end of compulsory education using a population-based Norwegian health survey, the Young-HUNT study, matched with administrative data. The results show a robust negative influence of attention problems and conduct problems on average grade achievement, and a positive role of internalizing problems, in fixed-effects models controlling for unobserved characteristics of school context. Further, conduct problems are more strongly related with student achievement in the lower end of the grade distribution, indicating that low-achieving students are disproportionally affected by mental health problems. I also compare grades assigned by classroom teachers with anonymously graded exams, and find that part of the negative association between externalizing problems and achievement reflect a ‘behavioural penalty’ due to teacher-bias in grading practices.
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Gibb, Sheree J., David M. Fergusson, and L. John Horwood. "Effects of Single-Sex and Coeducational Schooling on the Gender Gap in Educational Achievement." Australian Journal of Education 52, no. 3 (November 2008): 301–17. http://dx.doi.org/10.1177/000494410805200307.
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This study examined the effects of single-sex and coeducational schooling on the gender gap in educational achievement to age 25. Data were drawn from the Christchurch Health and Development Study, a longitudinal study of a birth cohort of 1265 individuals born in 1977 in Christchurch, New Zealand. After adjustment for a series of covariates related to school choice, there were significant differences between single-sex and coeducational schools in the size and direction of the gender gap. At coeducational schools, there was a statistically significant gap favouring females, while at single-sex schools there was a non-significant gap favouring males. This pattern was apparent for educational achievement both at high school and in tertiary education. These results indicate that single-sex schooling may mitigate male disadvantages in educational achievement.
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Ramesh, Vani. "Educational Leadership Styles, Secondary School Performance and Learner’s Achievement in Mauritius." International Journal of Psychosocial Rehabilitation 24, no. 4 (February 28, 2020): 5006–18. http://dx.doi.org/10.37200/ijpr/v24i4/pr201600.
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Neuenschwander, Markus P. "Information and Trust in Parent-Teacher Cooperation – Connections with Educational Inequality." Central European Journal of Educational Research 2, no. 3 (November 30, 2020): 19–28. http://dx.doi.org/10.37441/cejer/2020/2/3/8526.
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There is an ongoing debate on how parents and the cooperation between parents and teachers contribute to educational inequality. In this study, the assumption that information and trust in parent–teacher cooperation mediate the effects of parent socioeconomic status (SES) on student achievement in mathematics and instruction language (German) was examined. The effects of information and trust on achievement were assumed to be mediated by parent self-efficacy expectation in German. The hypotheses were tested using a sample with 1001 students from 4th to 6th grade and their parents in Swiss primary schools using questionnaires and achievement tests at the beginning and the end of a school year. Results from structural equation models with longitudinal data showed that parent trust and parent self-efficacy expectation fully mediated the effect of SES and student achievement in language instruction but not in mathematics. Information did not correlate with SES nor with student achievement, but with trust. Parental trust in the cooperation with teachers affected achievement in both mathematics and German. The model combines the research on parental involvement with the research on educational inequality in school. Teachers need to establish trust in cooperation with low-SES parents to reduce educational inequality in school.
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Southworth, Stephanie. "Examining the Effects of School Composition on North Carolina Student Achievement over Time." education policy analysis archives 18 (November 29, 2010): 29. http://dx.doi.org/10.14507/epaa.v18n29.2010.
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This study explores the effects of school-level characteristics on North Carolina students’ reading and math achievement from fourth through eighth grade, focusing on the relationships between achievement and the racial and poverty composition of schools. After creating race-by-poverty cohorts of schools, I use multilevel models to examine math and reading achievement for the same students in fourth, sixth, and eighth grades. The racial and poverty composition of schools affect student achievement after factoring in student, family, and other school influences. In addition, increasing teacher quality and school resources reduces but does not eliminate the effects of school racial and poverty composition on student achievement. Policies leading to reductions in racial and poverty isolation in schools and increases in teacher quality should be pursued to guarantee equality of educational opportunities to all children in North Carolina schools.
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Hussain, Safdar. "A Comparison of Students’ Academic Achievement in English in Single-Sex and Co-Educational Schools." Review of Economics and Development Studies 6, no. 2 (June 15, 2020): 645–55. http://dx.doi.org/10.47067/reads.v6i2.230.
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In this ex post facto research, the difference in students’ academic achievement in English has been examined in single-sex and co-educational schools on the bases of data obtained from 576 students from 03 boys’ only, 04 girls’ only, and 07 co-educational secondary schools from Multan. Students’ score in achievement test and gain in grades obtained in the subject of English from 2001 to 2005 were analysed using t-test of independent samples against grouping variable type of school students attended. Statistical control was also applied in the analyses of co-variance over confounding variables associated with students’ family and school. Both boys and girls from single-sex schools obtained better score in achievement test and gained better grades than students from co-educational schools and this difference remained statistically significant even after applying statistical control.
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Langenkamp, Amy G., and William Carbonaro. "How School Socioeconomic Status Affects Achievement Growth across School Transitions in Early Educational Careers." Sociology of Education 91, no. 4 (September 23, 2018): 358–78. http://dx.doi.org/10.1177/0038040718802257.
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Our study investigates how changing socioeconomic status (SES) composition, measured as percentage free and reduced priced lunch (FRL), affects students’ math achievement growth after the transition to middle school. Using the life course framework of cumulative advantage, we investigate how timing, individual FRL status, and legacy effects of a student’s elementary school SES composition each affect a student’s math achievement growth. We advance research on school transitions by considering how changing contexts affect achievement growth across school transitions. Furthermore, we improve on school context research by measuring the ways that SES compositions across school transitions may be interconnected. Using state administrative panel data for third through eighth graders from 2009 to 2015, we use fixed effects to estimate math achievement growth by the end of eighth grade. Findings suggest that a student’s elementary SES composition has a legacy effect on middle school achievement growth net of his or her own achievement growth and middle school SES composition. In addition, SES composition effects differ depending on the timing of exposure and a student’s individual FRL status. Our study has important implications for both educational transition research and school effects research, which are discussed.
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Bryan, Julia, Joseph M. Williams, and Dana Griffin. "Fostering Educational Resilience and Opportunities in Urban Schools Through Equity-Focused School–Family–Community Partnerships." Professional School Counseling 23, no. 1_part_2 (January 2020): 2156759X1989917. http://dx.doi.org/10.1177/2156759x19899179.
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Over the past two decades, research on urban schools has focused predominantly on achievement gaps. However, achievement gaps exist because of gaps in opportunities for urban, low-income, and racially/ethnically diverse students. Partnerships among schools, families, and communities can provide the enrichment opportunities, support, resources, and programs that students need to be educationally resilient despite adversity. School counselors are in a unique position to promote resilience through equity-focused school–family–community partnerships and parent/family–school compacts based on empowerment, democratic collaboration, social justice, and strengths-based principles. This article describes a step-by-step, equity-focused partnership model that school counselors can implement as part of their school counseling program.
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Afira, Cita Suci, Aliffah Aliffah, and Kuni Aminati. "The Influence of Parent’s Education Background on Learning Achievement of Class IV Students Elementary School 1 Mengkowo Academic Year 2019/2020." Social, Humanities, and Educational Studies (SHEs): Conference Series 2, no. 1 (December 19, 2019): 50. http://dx.doi.org/10.20961/shes.v2i1.36173.
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This research is motivated by the differences in grades of grade IV grade students at Mengkowo. The purpose of this study was to study the educational background of the fourth grade students' learning achievement at Mengkowo Elementary School. This research is a quantitative descriptive research. With conclusions obtained through data analysis and chi-square test. The research sample was all grade IV students at Mengkowo Elementary School which were obtained by 31 students, using saturated sampling techniques. Data collection techniques through questionnaires and documentation. Questionnaire to collect all data on parents' educational level, while collection to collect all student achievement data. The results of the study were among the background studies of parents with the fourth grade students' learning achievements in the Mengkowo State Elementary School. The higher the level of parental education, the higher the learning achievement (in this case the students of Elementary School Mengkowo)
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Malhotra, Sunita. "Psychometric Intelligence and Academic Achievement, A Comparative Analysis of Elementary Schools." EDUTEC : Journal of Education And Technology 3, no. 2 (March 30, 2020): 83–95. http://dx.doi.org/10.29062/edu.v3i2.40.
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Intelligence and achievement are two different, but interrelated, constructs (Kaya, Juntune, & Stough, 2015). They have been studied for over a century in an attempt to explain differences in educational and life outcomes. School achievement may be considered a resultant of the total growth pattern of the child. Growth in interest and in attitudes towards learning is as important as growth in knowledge. Learning methods of solving problems is fully as valuable as the facts gained or improvements made in school or community in the process. The present research focuses on the primary school children’s academic achievement and Intelligence level. The sample for the present study consisted of 150 students from different types of schools such as of NGO’s based school, Government school and Private primary schools of the different regions of India. The Raven’s Colored Progressive Matrices was used for measuring the IQ level of the students and for measuring the Academic Achievement, Achievement Test Battery of Singh (ATB-SR), 2008 which consists of test Hindi, English, Mathematics, Science and Social Science. The results revealed that there was a significant difference between the achievement scores of Hindi, English, Mathematics, Science and Social Science of the NGO’s based school, government and private school students. Important implications for educational practices may derive from these findings since they can provide valuable information to design instructional actions and programs that can improve student achievement and satisfaction.
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Borman, Geoffrey D., and Maritza Dowling. "Schools and Inequality: A Multilevel Analysis of Coleman's Equality of Educational Opportunity Data." Teachers College Record: The Voice of Scholarship in Education 112, no. 5 (May 2010): 1201–46. http://dx.doi.org/10.1177/016146811011200507.
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Background/Context The Equality of Educational Opportunity study is widely recognized as one of the most important studies on schooling ever performed. The findings from the report have shaped the field of education, national education policies, and wider public and scholarly opinion regarding the contributions of schools and schooling to equality and productivity in the United States. Despite past reanalyses of the data and decades of research on the effects of schools as organizations, the report's fundamental finding—that a student's family background is far more important than school social composition and school resources for understanding student outcomes—still retains much of its currency. Purpose/Objective/Research Question/Focus of Study: Using the original Equality of Educational Opportunity data, this study replicated Coleman's statistical models but also applied a two-level hierarchical linear model (HLM) to measure the effects of school-level social composition, resources, teacher characteristics, and peer characteristics on ninth-grade students’ verbal achievement. Research Design HLM allows researchers to disentangle how schools and students’ family backgrounds contribute to learning outcomes. The methodology offers a clearer interpretation of the relative effects of school characteristics, including racial/ethnic composition, and family background, including race/ethnicity and social class, on students’ academic outcomes. Findings/Results Our results suggest that schools do indeed matter, in that when one examines the outcomes across the national sample of schools, fully 40% of the differences in achievement can be found between schools. Even after statistically taking into account students’ family background, a large proportion of the variation among true school means is related to differences explained by school characteristics. Within-school inequalities in the achievement outcomes for African American and White students and students from families of higher and lower social class are explained in part by teachers’ biases favoring middle-class students and by schools’ greater reliance on curriculum differentiation through the use of academic and nonacademic tracking. Conclusions/Recommendations Formal decomposition of the variance attributable to individual background and the social composition of the schools suggests that going to a high-poverty school or a highly segregated African American school has a profound effect on a student's achievement outcomes, above and beyond the effect of individual poverty or minority status. Specifically, both the racial/ethnic and social class composition of a student's school are 1 3/4 times more important than a student's individual race/ethnicity or social class for understanding educational outcomes.
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Et al., Abdullah Ibrahim. "The Influence in Principal Leadership Styles and Its Role in the Academic Achievement of Secondary School Students in Malaysia." Psychology and Education Journal 58, no. 1 (January 15, 2021): 5120–25. http://dx.doi.org/10.17762/pae.v58i1.2067.
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Developing academic goals amongst students is a key aspect for achieving excellence across schools in Malaysia. It is meant to act as a benchmark to determine the effectiveness of a principal’s leadership. The leadership of a principal, and the school’s climate are the main issues which drive the achievement of students across national secondary schools (SMK) in Malaysia. This quantitative study aims to examine the influence and role of a principal’s leadership on the school climate, as well as its impact on the student’s academic achievement in domestic national secondary schools nationals on the East Coast of Malaysia. A total of 348 teachers were selected across vocational schools in the states of Kelantan, Terengganu and Pahang, through the use of simple random sampling, for the purpose of quantitative reviews. The researchers used the Multifactor Leadership Questionnaire (MLQ) to measure the leadership aspects of the principals, and the Organizational Health Inventory (OHI-M) to measure the climate of the school, as well as the achievement of academic students, which was measured using the CGPA of the schools in the examination areas over the last three years. The analysis of descriptive traits, for example, the number, percentage, scoring average, and the standard deviation was used to describe the demographics of the respondents, and analyse the data using regression, Pearson t-test correlations, and ANOVA. This helped to understand several key leadership factors, i.e., the International Transform Leadership, Tran Witness Leadership, Laissez-Faire Leadership, School Climate , and the Academic Achievement of the hypothesis testing, which was built according to the obtained statistics . The findings showed that the principal’s leadership influenced the climate across the school, and the achievement of the students. Therefore, it was proposed that the principal’s leadership needs to adopt the Transformational leadership, Transactional leadership, and Laissez-faire leadership as a guide in managing the school’s climate, especially in ensuring the teacher’s commitments, and the Student Academic Achievements, which can be further enhanced in line with the Malaysian
Education Quality Standards 2010 (SKPM), and the Malaysian Education Development Plan 2013 -2025.
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Elia, Rena. "PENTINGNYA PENGELOLAAN MANAJEMEN SUMBER DAYA PENDIDIKAN UNTUK PENINGKATAN PRESTASI SISWA DI SEKOLAH DASAR." Didaktik : Jurnal Ilmiah PGSD STKIP Subang 9, no. 2 (June 16, 2023): 2668–79. http://dx.doi.org/10.36989/didaktik.v9i2.999.
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This research was conducted to see how important educational resource management is to student achievement in elementary schools, because good management will improve student achievement in schools. The purpose of this research is to improve student achievement in learning at school. This study uses a quantitative approach to the type of research is survey research. Survey is a study that takes samples from the population using data instruments in the form of questionnaires, interviews, observations and document data as a means of collecting basic data. The population in this study are teachers and students in elementary schools. With the results of the study showing that the implementation of educational resource management in elementary schools is in the good category based on calculations from several categories carried out in this study, it shows that there is an influence on student achievement at school.
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Bertola, Giuseppe. "Education financing and student achievement." Swiss Journal of Educational Research 25, no. 3 (December 1, 2003): 431–54. http://dx.doi.org/10.24452/sjer.25.3.4656.
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We briefly review how schools’ financial resources affect the amount, quality, and heterogeneity of education, and how in turn the provision of educational services bears on students’ achievement. Then, we discuss the implications of different ways of linking school resources to student achievement, focusing in particular on the distinction between family-based and State-based channels of financial support.
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An, Sera, and Kammila Naidoo. "Parental Involvement and Educational Achievement of South Korean High School Students." Journal of Family Diversity in Education 3, no. 3 (May 14, 2019): 62–87. http://dx.doi.org/10.53956/jfde.2019.128.
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Over the past few decades, South Korea, as a rapidly transforming society, has witnessed a massive drive for educational credentials. Some scholars suggest that South Korea has been gripped by an education fever that is leading to huge investments of economic and social capital to further young people’s educational interests. This article refers to a study of three high-achieving South Korean schools. Through the conducting of a survey among 206 school students, 71 teachers and 254 parents, the study aimed to identify the key factors deemed to be responsible for high educational achievement in the schools. Social capital and its physical, relational, structural, and cognitive dimensions presented the conceptual and analytical tools of the study. The findings suggest, after all dimensions are considered, that familial social capital and the nature of parental involvement are most definitive for students’ success. In this sense there is correspondence with James Coleman’s views on the importance of family background as significant in determining how students ultimately perform. However, there is also an indication that mothers and fathers involve themselves differently – and that boarding school students benefit from retaining some distance away from family. The article concludes by offering a set of general recommendations useful for policy-makers in any society seeking to enhance students’ educational achievements.
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Chiu, Ming Ming. "Family Inequality, School Inequalities, and Mathematics Achievement in 65 Countries: Microeconomic Mechanisms of Rent Seeking and Diminishing Marginal Returns." Teachers College Record: The Voice of Scholarship in Education 117, no. 1 (January 2015): 1–32. http://dx.doi.org/10.1177/016146811511700110.
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Background While many studies show that greater economic inequality widens the achievement gap between rich and poor students, recent studies indicate that countries with greater economic inequality have lower overall student achievement. Purpose This study explores whether family inequalities (family income) or school inequalities (educational materials or teachers with university degrees) reduce overall student achievement through micro-economic mechanisms, such as fewer educational resources (via rent-seeking) or inefficient resource allocation (via diminishing marginal returns). Population/Participants/Subjects The Organisation for Economic Cooperation and Development's Programme for International Student Assessment (OECD-PISA) selected 475,760 representative fifteen-year-olds and their principals from 18,094 schools in 65 countries. Research Design In this secondary analysis, we tested whether family or school inequalities were related to students’ mathematics test scores, and whether fewer educational resources or inefficient resources allocation mediated these relationships. Data Collection and Analysis Each student received a mathematics test. The students and their principals also received a questionnaire. World Bank economic data on each countries were merged with the OECD-PISA data. To analyze this data, we used item response models, Warm indices and multilevel analyses. Findings/Results In countries with greater family inequality (GDP Gini) or school inequalities (of educational materials or teacher quality), students had lower mathematics achievement. The results were similar in all student subsamples (high vs. low SES; high vs. low achievement). As the mediation results for each inequality differed, they suggest that these inequalities operate through different mechanisms. Family inequality and school inequality of teacher quality are linked to fewer teachers with post-secondary education and lower mathematics achievement. Meanwhile, school inequality of educational resources is linked to diminishing marginal returns and lower mathematics achievement. Conclusions/Recommendations Family inequality and school inequalities (educational materials, teacher quality) are distinct inequalities that are all linked to lower mathematics achievement, but not substantially correlated with one another. Thus, each inequality can be addressed separately. As none of the subgroups of students (not even the richest ones) benefit from any of the inequalities, disseminating the results widely can help more laypeople (especially the richest ones) recognize their mutual benefit in reducing these inequalities –or reduce their inclination to support policies that exacerbate these inequalities. As reducing family inequality can be extremely costly and politically controversial, a strategic intervention at the inequality mechanism level (e.g., increasing teacher quality in schools with few high quality teachers) might be improve mathematics achievement more effectively.
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Chiu, Ming Ming. "Family Inequality, School Inequalities, and Mathematics Achievement in 65 Countries: Microeconomic Mechanisms of Rent Seeking and Diminishing Marginal Returns." Teachers College Record: The Voice of Scholarship in Education 117, no. 1 (January 2015): 1–32. http://dx.doi.org/10.1177/016146811511700105.
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Background While many studies show that greater economic inequality widens the achievement gap between rich and poor students, recent studies indicate that countries with greater economic inequality have lower overall student achievement. Purpose This study explores whether family inequalities (family income) or school inequalities (educational materials or teachers with university degrees) reduce overall student achievement through micro-economic mechanisms, such as fewer educational resources (via rent-seeking) or inefficient resource allocation (via diminishing marginal returns). Population/Participants/Subjects The Organisation for Economic Cooperation and Development's Programme for International Student Assessment (OECD-PISA) selected 475,760 representative fifteen-year-olds and their principals from 18,094 schools in 65 countries. Research Design In this secondary analysis, we tested whether family or school inequalities were related to students’ mathematics test scores, and whether fewer educational resources or inefficient resources allocation mediated these relationships. Data Collection and Analysis Each student received a mathematics test. The students and their principals also received a questionnaire. World Bank economic data on each countries were merged with the OECD-PISA data. To analyze this data, we used item response models, Warm indices and multilevel analyses. Findings/Results In countries with greater family inequality (GDP Gini) or school inequalities (of educational materials or teacher quality), students had lower mathematics achievement. The results were similar in all student subsamples (high vs. low SES; high vs. low achievement). As the mediation results for each inequality differed, they suggest that these inequalities operate through different mechanisms. Family inequality and school inequality of teacher quality are linked to fewer teachers with post-secondary education and lower mathematics achievement. Meanwhile, school inequality of educational resources is linked to diminishing marginal returns and lower mathematics achievement. Conclusions/Recommendations Family inequality and school inequalities (educational materials, teacher quality) are distinct inequalities that are all linked to lower mathematics achievement, but not substantially correlated with one another. Thus, each inequality can be addressed separately. As none of the subgroups of students (not even the richest ones) benefit from any of the inequalities, disseminating the results widely can help more laypeople (especially the richest ones) recognize their mutual benefit in reducing these inequalities –or reduce their inclination to support policies that exacerbate these inequalities. As reducing family inequality can be extremely costly and politically controversial, a strategic intervention at the inequality mechanism level (e.g., increasing teacher quality in schools with few high quality teachers) might be improve mathematics achievement more effectively.