Dissertations / Theses: 'School Outcomes'

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Stephens, Jennifer Anne. "Development of a comprehensive reporting system for a school reform organization: The Accelerated Schools Project." Texas A&M University, 2004. http://hdl.handle.net/1969.1/3100.

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Given the conflicting research results on the effectiveness of whole-school reform models (Nunnery, 1998; Stringfield & Herman, 1997; American Institutes for Research, 1999; U.S. Department of Education, 2004), there is a need to focus on the evaluation procedures of whole-school reform organizations. Because the ultimate goal is to improve school performance, it should also be a goal of each whole-school reform organization to design a comprehensive data collection system to evaluate each schoolÂs performance. A comprehensive reporting system was developed for a school reform organization, the Accelerated Schools Project (ASP). Using the steps of the research and development process recommended by Borg and Gall (1989), this study: (a) developed a theoretical framework for the reporting system, (b) identified data that should be collected in the reporting system, (c) performed a field test with an expert panel of educational professionals, (d) developed a preliminary form of the reporting system, (e) performed a main field test with principals and coaches in the ASP network, (f) reported field test results, (g) revised the preliminary reporting system, (h) developed a website for the reporting system, and (i) provided recommendations for the completion, dissemination and implementation of the system in accelerated schools across the nation. This study has important implications for both the ASP community and for the entire whole-school reform community. For the ASP community, the reporting system could be used: (a) to collect data in all accelerated schools across the nation (b) as a longitudinal database of information to monitor data on each ASP school, and (c) to generate school summary reports on ASP schools. These data will assist researchers in measuring the effectiveness of the ASP model on student achievement and other important variables. For the whole-school reform community, the method used in this study could be replicated in other school reform organizations to develop a comprehensive reporting system. By providing consistent data for school reform organizations to evaluate the impact of their models on students and schools, educational researchers will be better equipped to understand each modelÂs impact, and thus will better understand the diverse research results on school reform effectiveness.

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Nobbs, Cameron John Stuart, and n/a. "The Relationship Between School-Based Management, Student Outcomes and School Performance." Griffith University. School of Curriculum, Teaching and Learning, 2006. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20060914.145845.

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This study focused on the relationship between school-based management, student outcomes and school performance. Its purpose was to identify the conditions that exist in self-managed schools which facilitate improved student outcomes and school performance. In particular, the study investigated three questions: 1. what are the enabling conditions in schools employing school-based management which school staff and parents consider influential in the achievement of improved student outcomes? 2. what explanations do these people give for how these conditions are applied within their schools to achieve success? 3. what judgents do school staff and parents make about the relationship between school-based management, student outcomes and overall school performance? The dissertation commences by describing major challenges and issues facing education over the next decade and by discussing how international and Australian systems of education are responding to these challenges through the implementation of various models of school-based management A review of international literature covering the last fifteen years is then presented to show that the promises and potentials of school-based management espoused by educational authorities have not necessarily led to an automatic improvement in student outcomes and school performance. Various conditions that may enable a school to implement school-based management effectively are suggested.. These conditions, derived from the literature review, are used as the initial prompts to undertake research in fOur Queensland primary schools Qualitative methodologies are used to gather data related to the three questions of the study in these four schools. The data obtained from the fouw case studies are then presented and discussed. The research findings suggest that the relationship between school-based management, student outcomes and school performance are dependent on the existence of severa1 conditions within school-based managed schools. These involve: 1. a comprehensive understanding of the powers available within a school-based management regime; 2. a school's organisational readiness to take on school-based management responsibilities and authonties; 3. the existence of six bases and their enabling conditions: i. an Ideology Base; ii a Relationship Base; iii. a Performance Base; iv. a Pedagogy Base; v. a Management Base; vi. a Governance Base. 4. the capacity of the school to implement school-based management in terms of contextual issues such as the size of the school, workfbrce experience and competency, geographical location and complexity of the campus; 5. the requirement of the controlling authority to delegate key powers and resources such as staffing, facilities management and total school budgeting; 6. a school-based process to manage change and school improvement. It is argued that these conditions maximise the ability of those involved in school-based management to influence improvements in student outcomes and school performance. The dissertation concludes by suggesting five major implications of the study and at least three areas of possible filture research The five major implications are: 1. the development of clear understandings of the scope of the authorities and responsibilities available to school-based managed schools in Queensland; 2. the need to develop methodology to evaluate and identify school organisational readiness to take on school-based management; 3. the development and implementation of a process that will enhance school effectiveness; 4. the development and implementation of a process that can enhance the quality of governance within Education Queensland schools; 5. the development of differentiated school-based management options that broaden the decentralised authorities to schools in consideration of their organisational readiness and capacity to implement school-based management. There are at least three areas of possible future research. The first of these areas involves research to investigate the conditions that exist within schools (to which Education Queensland has assigned the most advanced devolution of authority) that are not successful in improving student outcomes and school performance.. The second area of further research involves an evaluation of the effect that the current school council governance model has on the improvement of student outcomes and school performance.. The third area of future research involves the investigation of the possibilities of enhancing existing school-based management responsibilities and authorities in Education Queensland schools. In summary, this study suggests that school-based management has been used by educational authorities in Australia and overseas as a possible means to improve student outcomes and school performance. The fmdings suggest that for school-based management to achieve what it was set out to achieve, schools need to work an a number of enabling conditions. The most important of these include: an understanding of the school's core purpos~, a school-wide commitment to high teaching expectations, an understanding of the roles and responsibilities of staff, a principal who has a strong commitment to students, a principal who has high hopes, aspirations and expectations for the school, a strong fOcus on literacy, especially reading, effective behaviour management programmes, systems that identify and target student's needs, highly professional staff and school staffing that responds to the complexity of the school. These fmdings are consistent with the argument that there is no automatic causal link between the implementation of school-based management and improved student outcomes and school performance.. It is only when particular enabling conditions exist or are developing within a school, that effective school-based management can take root and support a range of school-based initiatives focused on the improvement of student and school performance When this is the case, school-based management may influence a school's ability to improve student outcomes and school performance.

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Feldman, Marissa A. "High school outcomes of middle school bullying and victimization." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002388.

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Carrasco, Ogaz Diego Alonso. "Multivariate approaches to school climate factors and school outcomes." Thesis, University of Sussex, 2016. http://sro.sussex.ac.uk/id/eprint/61527/.

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School climate is a crucial concept used to explain school differences. Nevertheless, this concept is elusive in the literature, conveying different meanings. To address the relation between school climate and school outcomes, its historical roots are reviewed and a multivariate approach to it is proposed, in contrast to a unidimensional conception. In four papers, this strategy is used to study associations among various school climate factors (SCFs) and school outcomes, including teacher turnover, teacher job satisfaction, students' math achievement, and students' social attitudes. In paper 1, schools serving more socioeconomically disadvantaged students are found to present higher rates of teacher turnover. A complementary study shows that SCFs (supportive school leadership, positive school relationships, and academic monitoring) present differing effects on teacher turnover. In paper 2, the relationships between SCFs (teacher student relations and school discipline) and teachers' job satisfaction and withdrawal cognitions (intentions to quit) are estimated. These SCFs appear to play a protective role with respect to teachers' withdrawal cognitions, and these effects are indirect via their relationship to teachers' job satisfaction. In paper 3, the relationship between the experience of bullying and students' achievement is addressed. The relationship is found to be indirect, with key roles played by perceptions of school belonging and students' classroom engagement. Finally, in paper 4 the relationship between civic knowledge and the endorsement of democratic values is estimated. This link is found to be partially mediated by ideological beliefs (authoritarianism), and the role of open classroom discussion (a SCF) as a moderator of these effects is demonstrated. This work demonstrates that in order to specify theory-driven models of different school outcomes, school climate should be conceptualized as diverse social-contextual effects operating in a complex multivariate setting with mediated and moderated pathways to outcomes.

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Thompson, Sharon M. "School Size, School Poverty and School-Level Mobility: Interactive Threats to School Outcomes." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/cps_diss/55.

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ABSTRACT SCHOOL SIZE, SCHOOL POVERTY AND SCHOOL-LEVEL MOBILITY: INTERACTIVE THREATS TO SCHOOL OUTCOMES by Sharon M. Thompson School-level mobility is the flow of students moving in and out of schools and has been defined as the rate of student entries and withdrawals per 100 students enrolled in a school during the year (Pike & Weisbender, 1988). Stakeholders report that school mobility disrupts the delivery, pace and effectiveness of classroom instruction, causes problems associated with classroom adjustment, and renders long-term negative effects on schools’ Adequate Yearly Progress rankings (Bruno & Isken, 1996; GAO, 2007; Kerbow, 1996; Lash & Kirkpatrick, 1990; Rhodes, 2005; Sanderson, 2003). Despite these findings very few studies have been conducted to determine the effects of mobility (particularly at the school level) and how it combines with other school-level factors such as school size and school poverty to create threats to positive school outcomes. Of the few relevant studies (e.g., Bourque, 2009; Rhodes, 2007), little attention has been given to understanding mobility’s relationships to achievement in the context of size of student enrollment, degree of poverty and longitudinal examination of achievement across multiple years. To address these gaps in the research literature, this study investigated the effects of school-level mobility on middle school reading achievement after controlling for the effects of school enrollment and poverty. Findings from regression analyses indicated significant relationships between school-level mobility and reading achievement over and beyond the relationships between school size or school-level poverty with achievement. A repeated measures procedure was used to analyze long-term effects on eighth grade reading achievement for Title I middle schools that focused on three, key variables: degree of school mobility (e.g., high versus low rate), size of student enrollment (e.g. big versus small school), test administration year(s) (e.g., 2006, 2007 and 2008) and interactions between these variables. There were significant main effects for school size, school-level mobility as well as for the year of test administration. Reading test scores rose significantly from one year to the next, big schools out-performed small schools , and highly mobile schools performed significantly lower than low mobile schools in reading achievement over a three-year period. No significant interaction effects were found. Results are discussed in terms of research and policy implications.

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Blevins, Leia D., James J. Fox, P. Green, and S. Salyer. "Initial and Long Term Outcomes of School-Wide Positive Behavior Support: Outcomes, Issues, and Challenges for Schools." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/143.

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Blevins, L., James Fox, P. Green, and S. Salyer. "Initial and Long Term Outcomes of School-Wide Positive Behavior Support: Outcomes, Issues, and Challenges for Schools." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4176.

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Whelan, Anthony, and res cand@acu edu au. "A study of Catholic School Consultants in New South Wales: Their leadership, relationship with principals and influence on schools." Australian Catholic University. School of Education, 2000. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp2.14072005.

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How do the Catholic Schools Consultants through their leadership and relationship with Principals influence the outcomes of Catholic systemic schools in New South Wales (NSW)? This research question has been of considerable interest to the professional communities of Catholic educators. Throughout NSW there are eleven diocesan Catholic school systems, each led by a Director assisted by senior field officers called Consultants, the equivalent position of Area superintendents or inspectors in other school systems. The leadership of these Consultants is considered critical for the effectiveness of the school systems especially through their influence on and with Principals. Within this survey research study, the total population of Consultants and Principals was invited to participate, and 45 Consultants (90%) and 365 Principals (76%) responded. The research study was based on the assumption that a classical view of leadership should be augmented by a more complex, interactive view of leadership as relationship that influenced outcomes in school systems. The study was operationalized in three dimensions. Leadership was described by ten variables, derived from Sashkins (1998) Visionary Leadership Theory. The relationship between Consultant and Principals was posited as a composite of two variables, Interpersonal Relation and Shared Catholic Leadership Mindset, that are viewed as explanatory, mediating variables. Three selected outcome variables are posited Educational Outcomes, School Outcomes and Spiritual Outcomes. The fifteen variables so described were developed and/or validated for this study using confirmatory factor analysis. Additionally, the impact of three demographic background factors of gender, school type, and years of networking association between Consultant and Principals on the main variables in the study was examined. A mediated effects survey research design was used. Survey questionnaires were sent from the local Catholic Education Office to each volunteer Consultant and to her/his associated network of Principals on a confidential basis and returned directly to the researcher. At no stage did the researcher know the identity of the respondents. Data analysis methods included comparative means analysis of Consultants and Principals perceptions of the variables; multiple regression analysis and structural equation modelling to examine the associations between variables; MANOVA analysis to examine demographic background factors; and finally some descriptive analysis of survey data to provide validation or further insights. The study results showed that both Consultants and Principals agreed that the Consultants demonstrated visionary leadership as defined by Sashkin (1998) although there were significant differences on seven leadership factors. There was high level agreement that Consultants and Principals exhibited a shared mindset, described as Shared Catholic Leadership Mindset, and outstanding interpersonal relationships. Findings about the associations between variables showed different results for Principals and Consultants. The Principals model suggested that the two relationship variables acted as mediators between some of the ten leadership variables and the three outcome variables. On the other hand, the Consultants model suggested that neither of the two relationship variables acted as mediators, but that only two leadership variables, Capable Management and Creative Leadership, had any influence on Outcomes. There were no significant differences on results due to gender, school type or years of networking association for either Principals or Consultants. These results, supplemented by qualitative findings, led to the conclusion that there was a need for system policy makers to reconceptualise the leadership of such Consultants to emphasise the importance of the shared mindset, and the synergistic element in the relationship between Consultant and Principals. There was a recommendation that further research replicate this study with other Catholic, Government and independent education systems. The use of structural equation modelling analysis in similar future research was also recommended.

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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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Raw, James S. "Family and school correlates of adolescents' outcomes." Title, contents and abstract pages only, 1988. http://web4.library.adelaide.edu.au/theses/09ED.M/09ed.mr257.pdf.

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Alba, Cornelia Anca. "Leadership, emotions and school outcomes in Romania." Thesis, University of Warwick, 2010. http://wrap.warwick.ac.uk/37542/.

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Personal and collective emotions play an important role in our private and social lives. Educational research suggests that emotions are powerful motivational forces that can impact upon leadership practices as well as on teaching and learning at individual and classroom level. However, less is known about the role of emotional experiences and displays in relation to leadership practices and school outcomes at organisational level. In order to develop more substantial knowledge, this mixed method study aims to explore the relationship between leadership styles, emotions and school outcomes from an organisational perspective in several urban schools from Timisoara, Romania. A sample of 408 teaching and non-teaching staff from 18 schools took part in a survey and 14 participants from two selected case study schools took part in semi-structured interviews. A widely used model of leadership is proposed by Bass & Avolio (1994) who identify transformational, transactional and laissez-faire practices. In this study, the quantitative data analysis using the Multifactorial Leadership Questionnaire developed by Bass and Avolio (ibid) suggests that a hybrid leadership that combines transformational and transactional elements such as contingent reward, individual consideration and charismatic behaviours is positively associated with positive emotions such as joy, enthusiasm and hope and with better outcomes such as perceived school success. The survey findings identify more variation and subtlety of negative emotions compared to positive emotions and also examine the role of self-other rapport in experiencing and displaying emotion at work. Secondly, the qualitative data reveal various contextualized meanings of leadership, emotions and school success, provides an integrated perspective of findings and allows for comparison of the overall results with previously published literature. Furthermore, the thesis presents emergent theoretical models for the study of leadership, emotions and school development and performance. Finally, the implications of the overall findings for policy and practice are discussed by taking into consideration the Romanian cultural and educational context.

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Crispin, Laura. "Essays on School Quality and Student Outcomes." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1346100114.

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Stark, Glen H. "The consolidation of three small high schools into one medium-sized high school." Diss., Virginia Tech, 1996. http://hdl.handle.net/10919/38012.

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Hileman, Wendy. "Organizational influence on health outcomes of school employees." Thesis, Alliant International University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3611895.

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In the United States, since 1980, excess weight reached epidemic levels and labeled a public health crisis. Obesity rates correlated with chronic disease drive health care expenditures, absenteeism, worker compensation claims, co-morbidities, mortality rates, and more.

Many organizations offer employee wellness programs but are difficult to measure benefits and determine the most effective strategies. Wellness program effectiveness was seldom linked to organizational variables. Research questions were: (1) What organizational variable effects, such as organizational size, engagement in policies that encourage participation, and median income of the school district, determined by zip code income census data, have on school employee health outcomes, perceived health and wellness participation rates; and (2) Will the employee's residence effect health outcomes, perceived health and wellness participation rates, determined by employee's residence zip code and median income zip code census data.

Research generally focused on one organizational variable or health outcome in a variety of organizations, whereas this study examined multiple organizational variables and health outcomes within many school districts. The hypotheses were: (1) Mid-sized districts have better employee health outcomes, perceived health and participation rates than larger-sized districts; (2) Districts with better developed wellness policies using best practices have a positive effect on employee health outcomes, perceived health and participation rates; and (3) Organizational effects on employee health outcomes, perceived and participation rates vary by where the employees' resides and works, as it links to median income zip code census data, with employees residing and working in lower/medium income areas having the worst health outcomes, perceived health and participation rates, and best results with the highest income.

This longitudinal study had several layers of organizational effects on employee wellness in Southern California School Districts. The program impacted almost 10,000 employees, self-selecting a variety wellness options, such as wellness challenges, health screenings, coaching, incentives, and staff development workshops. Data collected yearly included: (a) objective health measurements, such as body mass index and systolic/diastolic blood pressure; (b) self-reported perceived health measurements, such as health, stress, energy, confidence, self-esteem, and body image; and (c) the type of interventions. The data was archival and collected from 2005 to 2012.

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Jensen, Michelle Kirstina. "School engagement in Latino high school students : ecological factors and academic outcomes /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3102169.

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Thesis (Ph. D.)--University of Oregon, 2003.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 87-99). Also available for download via the World Wide Web; free to University of Oregon users.

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Brown, Amber L. Morrison George S. "Children of teenage mothers school readiness outcomes and predictors of school success /." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9117.

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Brown, Amber L. "Children of Teenage Mothers: School Readiness Outcomes and Predictors of School Success." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9117/.

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The purpose of this study was to examine the effects of teenage motherhood on the school readiness, literacy skills, and parental involvement of children participating in the Home Instruction for Parents of Preschool Youngsters (HIPPY) early intervention program, as well as make recommendations for optimal outcomes. Study children were participants in HIPPY at five diverse, urban school districts. Using a mixed method design, this study examined the results of quantitative measures of children's school readiness, literacy skills, and parent involvement along with qualitative data collected through mothers' responses to two, open-ended questions related to their satisfaction with HIPPY. According to results of independent samples t-test, mean scores on school readiness and parent involvement measures were not statistically significantly different for the children of teenage mothers and the children of traditional age mothers. However, there were moderate effect sizes for parent involvement and physical development indicating some practical significance. Chi-square results of literacy skills indicated that the children of teenage mothers were almost twice as likely [c2 (1, N = 36) = 4.21, p < .05] to have literacy skills that were "not on grade level" according to scores on the TPRI/Tejas. Descriptive discriminant analysis (DDA) indicated that the multivariate relationship of the four parent involvement variables statistically significantly contributed to whether children born to teenage mothers had literacy skills on grade-level, but it was not significant for the children of traditional-age mothers. DDA analysis conducted on the school readiness variables did not yield any significant results. In addition, odds ratios conducted between literacy level and each of the parent involvement and school readiness variables indicated an increased probability of a child's literacy skills being on grade level when scores were high, but these increases were not statistically significant. While there were differences in literacy skills, teen mothers indicated, through their responses to two, open-ended questions, their desire to for more support for their children in this area.

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Werblow, Jacob. "How the relationship between high school size and student outcomes is explained by dimensions of school climate /." Connect to title online (ProQuest), 2007. http://proquest.umi.com/pqdweb?did=1453226621&sid=2&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2007.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 112-120). Also available online in ProQuest, free to University of Oregon users.

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Akins, Jerry G. "High school block scheduling and selected student outcomes : a longitudinal approach /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974605.

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Phillips, Larry. "School-based management, expectations and outcomes, Edmonton public schools 15 years after implementation." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ34461.pdf.

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Brown, Launcelot Irving. "A Meta-analysis of Research on the Influence of Leadership on Student Outcomes." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/28498.

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Despite the fact that it is accepted that the role of the principal is central to the effectiveness of the school, the extent of that relationship remains a subject of continuing debate. Utilizing the statistical analytical approach of the meta-analysis, the study synthesized the quantitative data on the subject to determine the degree to which the level of school effectiveness reflects the influence of the school leadership. The review of the quantitative literature identified 38 studies that met the criteria for inclusion in the meta-analysis, providing 339 effect sizes that formed the sample for the study. The following research questions guided this study: 1.What empirical evidence is there to confirm or support the notion that there exists a relationship between leadership and school effectiveness 2.As identified in the quantitative analysis of the available research, what is the strength of the relationship between leadership and school effectiveness? 3.Based on empirical evidence, what aspects, dimensions or clusters of leadership behaviors relate to school effectiveness? 4.Related to the above, how do these dimensions compare in their relationship to school effectiveness? The results indicated that there is a significant and positive relationship between school leadership and the level of school effectiveness, and that while all the leadership approaches yielded significant results, the instructional leadership behaviors of the principal registered the strongest relationship.
Ph. D.

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Rice, Lorien Alane. "Transportation as a determinant of education and employment outcomes /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2004. http://wwwlib.umi.com/cr/ucsd/fullcit?p3158464.

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Chapman, Ovett George Jr. "Ethnic Identity and Psychosocial Outcomes in Foster Care Youth." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/581319.

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The vast majority of studies on ethnic identity development in adolescence have primarily focused on those youths who reside with their biological parents. The disproportionate representation of minority youth in the child welfare system is a salient issue related to identity development, when considering that typical parental figures may be vastly different for these children. This study sought to provide information on the relations between length of time in foster care and an adolescent's ethnic identity. It also examined whether ethnic identity varied as a function of youth being placed in homes where at least one caregiver was of a different race than them. This current study includes data collected for Mental Health Service Use Of Youth Leaving Foster Care (2001-2003) from the National Data Archive on Child Abuse and Neglect. Four hundred and six adolescents (228 females and 178 males; mean age = 16.33; 43% White, 50% African American, 3% Bi-racial, and less than 1% American Indian, Latino, or other) in the Missouri foster care system were interviewed. Data did not reveal a significant relation between when children were first placed into foster care and their total ethnic identity scores. Although there was not a significant effect for youth placed in matched and unmatched homes, data revealed that youth who identified as White and had been placed in at least one unmatched home had a lower sense of ethnic identity than youth who identified as White placed in same-race homes. Further, in supplemental analyses youth placed in unmatched homes were more likely to have more depressive symptoms than those placed in homes of foster care parents with the same race. Ethnic identity was also positively related to self-esteem. Self-esteem was found to be positively related to higher grades and lower levels of depression. Critically, as already mentioned, the study found unexpectedly low levels of ethnic identity sense experienced by all youth in the study, relative to previous levels of ethnic identity in other adolescent samples. This study provides information on the importance of ethnic identity development and taking a strengths-based approach among youth placed in foster

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Anderson, Gail. "A Comparison of Eighth Grade Math, Reading and Behavior Outcomes in Grade K-8 Schools Versus Grade 6-8 Middle Schools." Thesis, University of Oregon, 2015. http://hdl.handle.net/1794/19209.

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The purpose of this study was to examine differences between school configuration and students' academic and behavioral outcomes. The participants were eighth grade students in K-8 schools who were matched with eighth grade students in 6-8 middle schools on factors including percentage of students receiving free or reduced lunch, percentage of students receiving services for special education and English language learners, average years of teacher experience, and percentage of boys and girls in each school. Eighth grade student's standardized math and reading achievement data were collected at the school level for a 3-year period. Additionally, school-level data on suspensions and expulsions over the same 3-year period were also collected. The data were analyzed using arc-sine transformation, means, standard deviation, and a repeated-measure analysis of variance. No statistical interactions were observed between time and school type for any of the research questions. However, main effects favoring K-8 schools were found for (a) Math Test, (b) Reading Test, (c) In-school Suspensions, (d) Out-of-school Suspensions, and (e) Expulsions. These findings are interpreted with a lens towards assisting school districts as to which school configuration they should consider as it relates to the district's values and long-range goals.
10000-01-01

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Lieblein, Elizabeth R. "Losing in high school sport: The experiences of former high school athletes." Miami University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=miami1469622443.

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Holcombe, Emily. "The impact of participation in the school breakfast program on children's school outcomes." Connect to Electronic Thesis (CONTENTdm), 2010. http://worldcat.org/oclc/646049860/viewonline.

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Cochran, John David. "Role Outcomes of School Division Socialization Tactics for Middle School Principals in Virginia." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/29914.

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This study investigated how school divisions in Virginia socialized new middle school principals, and the effects this socialization had on the principals' role. It also examined the effects of school division characteristics and principal traits on the selection of socialization tactics and on role outcomes. Consistent with theory, the results suggest that the choice of different socialization tactics lead to different role outcomes. Specifically, the tactics concerned mainly with the social aspects of newcomer principal adjustment were most influential in moderating levels of role conflict and role ambiguity, and to a lesser degree in determining role orientation. The results also suggest that the size and wealth of school divisions effect the selection of some socialization tactics. Further, the results suggest that the age, gender, and ethnicity of principals influence the determination of role orientation, and moderate the levels of role conflict and role ambiguity.
Ed. D.

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Zivanovic, Sanja. "Cardiopulmonary outcomes in school age children born extremely prematurely." Thesis, King's College London (University of London), 2017. https://kclpure.kcl.ac.uk/portal/en/theses/cardiopulmonary-outcomes-in-school-age-children-born-extremely-prematurely(2c391136-0e05-4d5e-9815-825e150f2f29).html.

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Background: The incidence of bronchopulmonary dysplasia, the main respiratory complication of preterm birth, has remained unchanged, despite improved survival. Small airway function appears to decline in infancy, in infants conventionally ventilated at birth. Pulmonary hypertension has been described in babies born extremely preterm. Methods: In a randomized controlled multi-center study, high frequency oscillation (HFO) was compared to conventional ventilation (CV) in 797 extremely preterm babies immediately after birth (UKOS). There were no significant differences in mortality or the incidence of BPD. Comprehensive lung function assessments and an echocardiogram were undertaken and respiratory, health related quality of life and functional assessment questionnaires were completed when the UKOS children were 11-14 years old. The results were compared to those of children born at term. Results: 318 children from the UKOS cohort completed the study. The HFO group had superior small airway function (z score FEF75, mean difference 0.23 SD (95%CI 0.02,0.45), p = 0.04), superior large airway function (FEV1 z score mean difference 0.35 SD (95% CI 0.02, 0.45), p=0.008) and diffusion capacity of the alveo-capillary membrane (DLCO z score mean difference 0.31 SD (95% CI 0.04, 0.58), p=0.02), without poorer functional outcomes. Prematurely born children had significantly worse lung function than term born children: z FEV1 mean difference 0.62 SD (95%CI -0.85, -0.38), p<0.001, z FEF75 mean difference 0.55 SD (95%CI -0.77, -0.33), p<0.001 , z DLCO mean difference 0.78 SD (95%CI 0.53, 1.02), p<0.001, and higher pulmonary pressures (mean MAP 24.6 vs 20.5 mmHg, p<0.001). Conclusions: HFOV used immediately after birth in extremely premature babies was associated with better lung function outcomes without evidence of poorer functional outcomes. Airway obstruction is significantly worse in preterm children at school age than in term born children. Children born very prematurely have significantly higher pulmonary pressures at school age, with potential cardiovascular implications in later life.

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McArthur, Katherine. "Effectiveness, process and outcomes in school-based humanistic counselling." Thesis, University of Strathclyde, 2013. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=22734.

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School-Based Humanistic Counselling (SBHC) is prevalent in the UK and directed towards the broad construct of psychological distress. Evidence of its effectiveness is limited, and little is known about the processes of change involved. This study aims to test the effectiveness of SBHC and develop understanding of change processes which may lead to enhanced outcomes. Young people aged 13-16 were recruited to a pilot randomised controlled trial comparing SBHC to a waiting list control for one school term (approximately 12 weeks). Psychometric measures were taken at baseline, midpoint and endpoint; adapted Client Change Interviews were conducted at midpoint and endpoint. The primary outcome was psychological distress as measured by YP-CORE. Case material from one male 14 year old participant was systematically analysed by an inquiry group and independent adjudicator. Transcripts from Client Change Interviews with 14 participants allocated to SBHC were analysed using a grounded theory a pproach. Young people allocated to SBHC showed significantly greater reduction in psychological distress, the primary outcome, with an effect size (g) of 1.14 at 12-week endpoint assessment. A range of positive outcomes were reported, including benefits to education. Five potential change processes for young people in SBHC were identified: relief, increasing self worth, developing insight, enhancing coping strategies and improving relational skills. Two processes potentially impeding change were identified: difficulty talking, and time limit. Case material suggested that SBHC made a major contribution to positive change, in addition to changes in parents' behaviour. SBHC reduces psychological distress in young people. Positive change may occur through a complex social process involving the young person's significant relationships. A range of processes are helpful to clients, and not mutually exclusive. Recommendations for further research include further RCTs including economic analysis, a wider range of systematic case studies and more in-depth qualitative analysis of change processes.

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Linville, Mark D. Jr. "Predicting Desired Outcomes from Applicants’ Medical School Admission Data." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2589.

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Medical schools in the United States serve to train the next generation of physicians, admitting students who will continue to advance each school’s mission. Admission committees are tasked with identifying those candidates who will be successful academically and who promote the objectives of the school with respect to mission. The Quillen College of Medicine at East Tennessee State University in northeast Tennessee seeks to attract and retain physicians with an interest in rural and primary care medicine. A total of 630 students were included in this study representing classes from 2001 to 2011. This study examined admissions data including MCAT scores, undergraduate GPAs, admission interview scores, and admission committee rating scores along with USMLE Step 1 scores to determine if there is any correlation of these variables with graduates selecting a primary care career or a rural practice location. With respect to data available at admission, only MCAT scores were shown to have a significant correlation to specialty choice. None of the admission data significantly correlated with practice location. USMLE Step 1 scores had a weak negative relationship with specialty choice and a negligible relationship with practice location. This study provides the admission committee information that these variables are insufficient by themselves to predict whether a medical student applicant will select a primary care specialty or practice in a rural location. Other data, perhaps even subjective data, would need to be analyzed to predict how well the admissions committee is addressing the college’s mission with its selection of medical students.

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Florence, Linda L. "School District Bond Campaigns: Strategies That Ensure Successful Outcomes." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1847.

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When the polls close and the ballots are counted, the best sound is the roar of ecstatic cheering from delighted but exhausted campaign committee members. A bond campaign takes an inordinate amount of work, but the results are worth the effort when the campaign is managed in a systematic way. Districts can be successful bond recipients when they effectively market their schools to gain the support of their constituents. Public schools across the U.S. are in dire need of major repairs, remodeling, and rebuilding to meet the educational needs of students. Unfortunately, passing a school bond election is entrusted to school superintendents and other district leaders, who are often inexperienced and ill-prepared and have neither the time nor inclination to focus on tasks that take them far from their primary purpose of teaching and learning. Attaining voter support in a school bond election requires a thorough understanding of school and community issues. The literature review focuses on communication theory and research to garner support of school district's internal and external stakeholders. Communication is instrumental in passage of a construction bond election. This dissertation is theoretically grounded in problem-based learning and the research and development process. The tested product is a handbook for superintendents or other district-level administrators on strategies and practices that assist in passing a construction bond election. In the Preliminary and Main field tests, superintendents and other district leaders used the handbook in a workshop. Survey results provided summative data to assess the efficacy of the handbook and the workshop. Formative results also provided rich information to improve and revise the handbook and workshop.

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Koehler, Kourtney. "School Based Restorative Justice: Philosophical Alignment and Discipline Outcomes." University of Dayton / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1597091092116773.

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Partanen, Marita Helmi. "Academic and neuroimaging outcomes of school-based reading interventions." Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/62551.

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Early intervention is important for decreasing the prevalence of reading disabilities. However, despite receiving treatment, some children continue to struggle with reading and therefore they require ongoing supports. Intensive and individualized programs may be beneficial for the lowest-performing readers, however, empirical review of intensive and individualized programs has not been widely conducted. Furthermore, there is a neurobiological basis to reading impairments. Children with poor reading skills have differences in brain function and structure when compared to typically-developing readers, and there may be changes in the brain after intervention. However, the combination of multiple reading tasks in functional brain imaging along with measures of grey and white matter structure has not been conducted previously. Therefore, the purpose of my dissertation was to evaluate the academic and neurobiological outcomes of an intensive reading program as well as to determine the predictors of reading success. In Chapter 2, poor readers receiving intensive instruction were compared to other poor readers receiving small group supports as well as to good readers not receiving additional supports. Performance on academic and cognitive measures were evaluated before and after 3 months of instruction and one year later. In Chapters 3 and 4, poor readers and good readers completed functional imaging tasks (Chapter 3) and scans of grey and white matter (Chapter 4) before and after 3 months of instruction. The results showed that students in the intensive program had improved word recognition and decoding fluency immediately after intervention and one year later. Changes after intervention were also shown in functional brain activity during a rhyming task, but not during a spelling task or in grey and white matter structures. However, baseline reading and spelling skills, brain activity in the left hemisphere, and white matter organization in the right hemisphere were associated with gains in reading skills over time. Although improvements in reading were shown, a significant gap between poor and good readers persisted in the third and fourth grades. Overall, this dissertation illustrates the importance of an intensive reading program and the need for continuing supports, and that both academic and neuroimaging measures are associated with reading outcome.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate

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Latamore, Latonya. "Relationship Between Policy Expectations and Education Outcomes in a Midwestern School District." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4867.

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A financially secure public school district can provide children with an educational foundation that will eventually transition them into self-sufficient employed adults. These adults will become tax-paying citizens who will contribute to their local economies. The problem with one midwestern public school district is that a history of financial insecurity has affected the district's ability to provide students with all of the programs to which they are entitled. Using Baumgartner and Jones' conceptualization of punctuated equilibrium as the theoretical foundation, the purpose of this quantitative study was to determine the relationship between aspects of the Local Financial Stability and Choice Act (LFSCA) in 1 state and the educational policy outcomes in 1 affected city. The educational policy outcome variables were student retention, graduation rates, college readiness, student assessments, and the annual budget balance. Secondary data were collected from the Michigan School Data website. Data included the entire school district from the periods of Fiscal Year 2007 through Fiscal Year 2016. Data were analyzed using the non-parametric chi-square test of association. The findings indicated that LFSCA legislation has a statistical association with the graduation rate increasing, student assessment scores decreasing, and college readiness rates decreasing. The effect of the LFSCA legislation was found inconclusive for the student count and the annual budget balance. The implications for positive social change include for legislators to use the findings to create performance outcome measures that provide feedback on public school districts or public institutions.

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Nielsen, Leila Jussara. "School Integration and College Outcomes: Does Attending a Racially Diverse High School Positively Influence College Attendance and College Prestige?" BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3881.

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Early studies of school integration are limited to examining the impact of court-ordered integration on student outcomes. As districts are released from their court orders, the context within which integration operates has changed. As such, this study tests whether voluntary integration is a useful intervention for equalizing students' access to post-secondary education. I utilize data from the graduating class of 1997 from Jefferson County Public School District in Kentucky. Results indicate that student GPA is the largest and most influential predictor of both college attendance and prestige. Furthermore, results indicate that school diversity influences GPA differentially depending on students' race and economic background. Implications concerning the future of race-based integration policies are discussed.

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Harmon, Heidi. "Transient Neurological Abnormalities: Early School Outcomes in Extremely Premature Infants." Case Western Reserve University School of Graduate Studies / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=case1396475321.

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Toste, Jessica. "Classroom working alliance: teacher-student relationship and students' school outcomes." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=18706.

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The articles presented in this thesis examined classroom working alliance and students' school-related outcomes. In Article 1, the association between student performance and perceptions of working alliance was explored among 53 elementary school children (28 male, 25 female). Evidence was found to support the predictive validity of the Classroom Working Alliance Inventory (CWAI) for student performance. Further, results revealed a complex interaction between the alliance components: task, bond, and goal. Article 2 investigated the relationship between school satisfaction and working alliance among 50 elementary-aged students (33 male, 17 female). While students' ratings of alliance were greatly predictive of their school satisfaction, teachers' ratings made less of a contribution. The final discussion centers on the contribution of this research program to our understanding of the classroom working alliance and the unique interactions that define the teacher-student relationships. Implications for alliance-building and fostering student success will be presented.
Les articles présentés dans cette thèse ont examiné l'alliance de travail et les résultats scolaires des élèves. Dans l'article 1, l'association entre la performance des élèves et les perceptions de l'alliance de travail a été explorée dans un échantillon de 53 élèves de l'école primaire (28 garçons, 25 filles). Les résultats soutiennent la valeur de prédiction de l'Inventaire de l'alliance de travail en salle de classe (Classroom Working Alliance Inventory) pour la performance des élèves. De plus, les résultats ont révélé une interaction complexe entre les composantes de l'alliance: la tâche, le lien et le but. L'article 2 a investigué la relation entre la satisfaction scolaire et l'alliance de travail parmi 50 élèves d'école primaire (33 garçons, 17 filles). Tandis que les cotes d'alliance des élèves ont grandement prédit leur satisfaction scolaire, la contribution des cotes des professeurs a été moins importante. La discussion finale porte sur la contribution de ce programme de recherche à la compréhension de l'alliance de travail en salle de classe et les interactions uniques qui définissent les relations entre les professeurs et les élèves. Les implications pour la formation de l'alliance et la promotion du succès des élèves seront présentées.

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Luallen, Jeremy Clayton. "Understanding education three essays analyzing unintended outcomes of school policies /." [Gainesville, Fla.] : University of Florida, 2005. http://purl.fcla.edu/fcla/etd/UFE0011369.

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Wade, Emma, and emma wade@rch org au. "Resilient Victims of School Bullying: Psychosocial Correlates of Positive Outcomes." RMIT University. Health Sciences, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080603.101203.

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Bullying is a phenomenon that has serious psychological consequences for victims, including low psychological wellbeing, poor social adjustment, psychological distress, and physical illness. Bullying has become a topic of increasing public concern and the focus of considerable research in Australia over the last decade. Parallel to this rise in interest in bullying research is a rise in research into resilience. Research has indicated that children facing distress will show a range of responses; some will regress, while others tolerate and even thrive in the face of trauma; it is this second group that are described as resilient. It was therefore postulated in this thesis that individuals exposed to bullying may not all succumb to the typical negative effects of being a victim of school bullying. While previous studies have noted the difference in reactions to bullying, this is the first study to investigate whether resilient victims can be identified, and their key psychosocial characteristics profiled. Based on this notion, it was predicted that victims of bullying could be taught a set of skills and attitudes that would build their resilience to the expected effects of bullying. The present research consisted of two studies. Study 1 had two phases. The first phase of Study 1 identified 'resilient victims' of school bullying by assessing participants on their levels of victimisation and their levels of wellbeing using a battery of questionnaires. Participants were assigned to one of four groups: resilient victims, non-resilient victims, healthy non-victims, or poor-health non-victims. From the original sample of 867 students, 111 were categorised into one of the four groups, and completed a second questionnaire package. The second phase examined the relationships between these resilience groups and eight psychosocial correlates of general resilience: individual protective factors, optimism, coping, social support, social skills, self-esteem, self-concept, and emotional intelligence. The results showed that there were significant discriminators between resilient and non-resilient victims, particularly on factors such as optimism, productive coping, self-concept and self-esteem, and so cial variables. The aims of the second study were to 1) develop a cognitive-behavioural group intervention program to teach social skills, perceived social support, self-esteem, optimism, and effective coping skills, to adolescent victims of school bullying; and 2) to investigate the effectiveness of the intervention. Ten year 7 and 8 students who reported negative consequences to high levels of bullying participated in the intervention program. Results indicated that the program had positive effects on the skills and attitudes that the program targeted. The program also appeared to have positive effects on the participants' levels of victimisation and general wellbeing.

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Gazeley, Louise. "Disciplinary exclusion and social class: school processes and inequitable outcomes." Thesis, University of Sussex, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.487965.

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In this thesis I discuss the findings of a small-scale research study carried out in England that set out to explore the over-representation of working class pupils in school exclusion processes. Recent education policy has emphasised the need to improve the educational attainment of pupils from the poorest backgrounds in order to improve their future life chances (DfES, 2004a; 2006a). There is also a substantial body of literature that discusses differences in the way that working class and middle class parents engage in educational processes. Although a link between low socia-economic status and recorded exclusion from school has. been identified in previous research, the factors contributing to this over-representation have not been substantially explored. However, difficulties defining both disciplinary exclusion and social class make exploring this over-representation more problematic. In making this the focus of this thesis I begin to address this gap in the literature. Throughout this thesis I conceptualise both disciplinary exclusion and social class as complex processes. I draw on predominantly qualitative data collected as part of a case study carried out over the course of the academic year 2004/2005. Although interviews and school level secondary data provided much of the data, I also draw on a small number of observations and a questionnaire. I explore the perspectives of different groups of respondents, including professionals working with pupils identified as 'at risk' of exclusion from school in both within-school and non-school contexts and also those of a small number of parents. I structure my discussion of the research findings around three key issues. Firstly I explore disciplinary exclusion as a complex process and illustrate how the over-representation of working class pupils within this process is not always recognised at practice level. Secondly, I consider the effects of social class on the parent-professional interaction that occurs within school exclusion processes and the additional demands that involvement in these processes make on parents. Finally, I consider how limitations in inclusive professional practice, both at institutional and individual levels, contribute to the involvement of working class pupils in disciplinary processes. Throughout this thesis I argue that it is important to recognise disproportionate involvement in school exclusion processes as a particular form of working class educational disadvantage. This thesis makes a contribution to knowledge by developing our understanding of what is currently an under-recognised issue of educational inequity.

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Martinez, Stephanie Angelique. "School-Wide PBS: The Link Between Action Planning and Outcomes." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3235.

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Most school based initiatives are not implemented long-term and do not reach sustainability (McDermott, 2000; Mirel, 1994; Rice & Malen, 2003). Schools are implementing School-Wide Positive Behavior Support (SWPBS) as an initiative to target social emotional development and behavior. Schools that have implemented SWPBS have experienced decreases in rate of Office Discipline Referrals (ODR), In-School Suspension (ISS) and Out-of-School Suspension (OSS) (e.g. Bohanon et al., 2006; Childs et al., 2009; Lassen et al., 2006). Research has also shown that schools that implement with a higher degree of fidelity have better outcomes (Childs et al., 2009; Florida's Positive Behavior Support Project, 2009). However, it is not known what mediating factor(s) assist with schools with implementation of Tier 1 PBS at a higher degree of fidelity. This study examined action plans that schools developed during their initial training of Tier 1 PBS, to determine if the action plans are one of the possible mediating factor(s). There are differences between the quality of action plans developed by schools implementing with a higher degree of fidelity compared to schools implementing with a lower degree of fidelity. Based on a path analysis, the action plans are not a mediating factor between fidelity of implementation and student outcomes (i.e. office discipline referrals, In-School Suspension, and Out-of-School Suspension).

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An, Chen. "Estimating the Effectiveness of City Connects on Middle School Outcomes." Thesis, Boston College, 2015. http://hdl.handle.net/2345/bc-ir:104546.

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Thesis advisor: Henry I. Braun
City Connects is a school-based model that identifies the strengths and needs of every student and links each child to a tailored set of intervention, prevention, and enrichment services in the school or community. The purpose of this study was to conduct a comprehensive evaluation of the City Connects treatment effects on academic performance (both MCAS scores and grade point average (GPA) grades) in middle school using student longitudinal records. Parallel analyses were conducted: one evaluated the City Connects elementary intervention (serving kindergarten to fifth grades) and the other one evaluated the City Connects middle school intervention (serving sixth to eighth grades). A series of two-level hierarchical linear models with middle school achievement scores adjusted and/or propensity score weights applied were used to answer the research questions of interest. In addition, to make a causal inference, a sensitivity analysis was conducted to examine whether or not the estimated treatment effects resulted from the first two analyses were robust to the presence of unobserved selection bias. The results showed that students who were exposed to the City Connects elementary intervention significantly outperformed their counterparts, who graduated from the comparison elementary schools, on academic achievement in all middle school grades. However, in the case of the City Connects intervention schools that served middle school grades, since all students only received a maximum of one year of City Connects middle school intervention, it was still too soon to expect any significant changes. Moreover, the estimated treatment effects of the City Connects elementary intervention were only mildly sensitive to the presence of some forms of hidden bias, which made the causal inference of City Connects on middle school academic achievement quite plausible
Thesis (PhD) — Boston College, 2015
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Research, Measurement and Evaluation

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Ribeiro, Ana Carolina Trindade. "Affirmative action outcomes: evidence from a law school in Brazil." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/12/12138/tde-04092017-125250/.

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The main goal of affirmative action (AA) policies is to give opportunities otherwise nonexistent to minorities and underprivileged students. In this paper, I investigate whether the introduction of a college affirmative action policy enables AA beneficiaries to obtain a career in Law and to catch up with high scoring candidates who did not get admitted due to the policy (i.e., displaced candidates). To do so, I use a new dataset from UERJ admission office, a prominent public university in Rio de Janeiro, which was the first in Brazil to adopt a quota system for both black and public school students. I combine this dataset with the OAB exam passage records, equivalent to the American Bar exam. Preliminary results suggest that the quota policy improves OAB passage rates for beneficiaries. I find that lawyer certification for underprivileged students increases by 51 p.p., even though they underperform by 4.56 p.p when compared to displaced candidates. I also present evidence that displaced candidates do not experience any drop in their OAB exam passage rates due to the policy. Furthermore, I find that public school quota beneficiaries who score close to the admission cutoff present an increase in the probability of passing the OAB exam by up to 52 p.p.
O principal objetivo de políticas de ação afirmativa (AA) é dar oportunidades, em geral inexistentes, aos membros da sociedade menos privilegiados, em especial àqueles pertencentes a minorias. Neste trabalho, é feita uma análise acerca do impacto da política de cotas no curso de Direito da primeira universidade pública a adotar a política de cotas no Estado do Rio de Janeiro, a UERJ, de forma a estimar os efeitos da política após o ensino superior. Especificamente, o quanto a política impulsiona seus beneficiários e em que medida permite que estes se aproximem de candidatos que obtiveram pontuação alta no vestibular, mas não foram admitidos exclusivamente por causa da reserva de vagas. Adicionalmente, o impacto sobre estes últimos, que também são diretamente afetados. Para tanto, foram utilizados dados do processo de admissão do curso de Direito da Universidade do Estado do Rio de Janeiro (UERJ), considerado de alto prestígio, em conjunto com as listagens de aprovação no exame da Ordem dos Advogados do Brasil. Os resultados indicam que a política aumenta em 51p.p. a probabilidade de certificação dos candidatos que se beneficiam da política, apesar de os mesmos ainda apresentarem 4.56p.p. menos chance de certificação do que os candidatos displaced. Além disso, há evidências de que a política não afeta negativamente as chances de aprovação na OAB dos candidatos displaced que pontuaram pouco abaixo do corte de admissão na UERJ. Por outro lado, a política é capaz de aumentar a certificação dos alunos admitidos para vagas destinadas ao sistema de ensino público com pontuação próxima ao corte em até 52p.p.

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Joseph, Alfred Louis. "The tracking of school children : a comparison of life outcomes /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487863429096507.

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Fears, Justin. "Alternative School Leadership Transformation| A Mixed-Methods Evaluation of Outcomes." Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10174303.

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This study was a documentation and assessment of Beta Academy Alternative School’s (pseudonym) transition to a newly introduced educational model/ leadership paradigm and examination of student educational outcomes, resulting from the leadership change. As a first year administrator, the researcher undertook the task of transforming an underperforming alternative education program by targeting areas of identified deficiency and/or concern (graduation rates, attendance, and discipline).

In this study, the researcher executed a mixed-method evaluation of the new educational model in an effort to determine contributions to success, potential barriers to change, and the characteristics associated with both, as well as the quantitative analysis that would support or not support the researcher’s hypotheses.

The first goal of the study stated that following the implementation of the new model for alternative education, building discipline referrals would decrease by 10% per semester, as compared to previous referral data. The results indicated a 280% decrease in student referrals, thus illustrating a dramatic and statistically significant decrease.

The second goal indicated that graduation rates would increase or would stay the same, within 2% of previous rates (percentage of total seniors), as compared to the previous year’s results and following implementation of the new educational and leadership paradigms. A z-test for difference in proportion tested a change in graduation rates of less than 1%, thus, supporting the graduation rates goal.

The last goal outlined in the study stated that following the implementation of the new model for alternative education, building attendance would increase by 30% per semester, as determined by ADA hours and compared to previous attendance data. Upon calculation, it was determined that there was an increase in attendance of 36.2% providing statistical support that the increase in attendance was significant, as well as met the outlined goal for attendance improvement.

The qualitative component of the study used responses to a questionnaire analysis to gauge stakeholder involvement and perceptions associated with the new educational model. The feedback was positive and indicated the measured criteria to be impactful and effective in the areas of fidelity, implementation, development, and attainment of desired goals.

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Hügle, Dominik [Verfasser]. "School-to-Work Transitions and Labor Market Outcomes / Dominik Hügle." Berlin : Freie Universität Berlin, 2021. http://nbn-resolving.de/urn:nbn:de:kobv:188-refubium-31769-1.

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Lam, Oi-yeung, and 林藹陽. "Family dynamics and educational outcomes." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31472370.

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Estringel, Neida. "Planning as it relates to student outcomes /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Smith, Darci. "The Impact of Neighborhood Violent Crime on School Attendance." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1377870264.

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Yip, Kam-yuen. "The characteristics of teachers of computer studies and their relationship to student attitudinal outcomes." Click to view the E-thesis via HKUTO, 1986. http://sunzi.lib.hku.hk/HKUTO/record/B38627735.

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Dissertations / Theses on the topic 'School Outcomes'

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