Journal articles: 'School Outcomes'

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Fowler, William J., and Herbert J. Walberg. "School Size, Characteristics, and Outcomes." Educational Evaluation and Policy Analysis 13, no. 2 (June 1991): 189–202. http://dx.doi.org/10.3102/01623737013002189.

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To investigate school size effects for secondary schools, 18 school outcomes, including the average scores on state-developed tests, student retention, suspensions, postschool employment, and college attendance for 293 public secondary schools in New Jersey were regressed on 23 school characteristics, including district socioeconomic status and percentages of students from low-income families; school size and number of schools within each district; and teacher characteristics encompassing salaries, degree status, and years of experience. District socioeconomic status and the percentage of students from low-income families in the school were the most influential and consistent factors related to schooling outcomes. School size was the next most consistent and was negatively related to outcomes. This finding corroborates previous research conducted primarily on public elementary school and suggests that smaller school districts and smaller schools, regardless of socioeconomic status and grade level, may be more efficient at enhancing educational outcomes.

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E. Nir, Adam, and Lior Hameiri. "School principals’ leadership style and school outcomes." Journal of Educational Administration 52, no. 2 (April 29, 2014): 210–27. http://dx.doi.org/10.1108/jea-01-2013-0007.

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Purpose – While the significance of principals for the organizational behavior of schools is crucial, school leaders’ influence on school outcomes is indirect and mediated through various means that leaders employ in order to increase the productivity of their school. Although the exercise of power is viewed among the main factors explaining followers’ willingness to comply with leaders’ demands and means to promote school effectiveness, it is rather surprising that the educational administration literature lacks substantial evidence testifying to the mediating effect that principals’ use of various powerbases has on school effectiveness. The purpose of this paper is to make an attempt to fill this gap. Design/methodology/approach – Questionnaires were administered to 954 teachers coming from 191 randomly sampled public elementary schools. Findings – Evidence testifying to the relation between leadership styles and use of powerbases suggests that the transformational leadership style is positively related to the use of soft powerbases and negatively related to the use of harsh powerbases. Findings also show that leadership style and powerbase utilization differentiate effective and ineffective schools. Finally, it is evident that soft powerbases such as expertise, personal reward and referent powerbases partially mediate the relation between the transformational leadership style and school effectiveness, moderating the negative relation found between the passive leadership style and school effectiveness. Originality/value – These findings confirm that powerbases are in fact a mechanism through which school leaders influence school effectiveness. Implications are further discussed.

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Romero, Lisa S. "Trust, behavior, and high school outcomes." Journal of Educational Administration 53, no. 2 (April 13, 2015): 215–36. http://dx.doi.org/10.1108/jea-07-2013-0079.

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Purpose – The purpose of this paper is to contribute to the literature on student trust and to examine the relationship between student trust, behavior, and academic outcomes in high school. It asks, first, does trust have a positive effect on high school outcomes? Second, does trust influence student behavior, exerting an indirect effect on schooling outcomes? Third, are school size and student socioeconomic status (SES) antecedents of trust? Design/methodology/approach – A nationally representative sample of students attending public high schools in the USA (n=10,585) is drawn from the Educational Longitudinal Study. Structural equation modeling is used to examine the relationship between student trust, behavior and high school outcomes, controlling for SES, school size and prior achievement. Multiple measures of academic achievement are considered. Findings – There is a significant relationship between student trust, behavior and high school outcomes. Students who trust have fewer behavioral incidents and better academic outcomes with results suggesting that trust functions through behavior. This is true regardless of SES, school size or prior achievement. Practical implications – School leaders cannot change parental income or education, but can build trust. Developing and attending to student trust may not only mean that students are better behaved but, more importantly, are more successful academically. Social implications – In spite of decades of policy and legislation intended to improve schools, closing the achievement gap has proven elusive. One reason may be the relentless focus on physical artifacts of schooling, such as school organization, curriculum, testing and accountability, and a concomitant lack of attention to sociocognitive factors key to learning. Schools are social systems, and high levels of learning are unlikely to occur without a nurturing environment that includes trust. Originality/value – This research makes a valuable contribution by focussing on student trust in high schools and by illuminating the relationship between trust, behavior, and academic outcomes. Results suggest that trust impacts a broad range of high school outcomes but functions indirectly through behavior.

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Kashaev, Andrey A. "Rural school vs low learning outcomes." Pedagogy Of Rural School 1, no. 7 (2021): 59–70. http://dx.doi.org/10.20323/2686-8652-2021-1-7-59-70.

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The article reflects the regional approaches developed by the author when working with rural schools with low educational results. Special attention is paid to rural schoolsthat are moving into an effective development mode. For rural schools as one of the open self-organizing systems, from the point of view of the synergetic approach, it is necessary to determine the resonant factors that will allow managers of various levels to build effective work. Mentoring is one of these factors that has significant potential. It is considered as an integral part of the regional system, the principles of which apply to the relevant management levels – regional, municipal and educational organization level. This article describes the management model of transferring educational organizations with consistently low educational results to an effective mode, which was finalized in 2020, and which corresponds to system-wide regional approaches and principles, and includes the implementation of mentoring levels. This model describes an original «Strategic system of interaction between the main subjects of mentoring activities in the transition to an effective development mode», which allows us to determine the most important areas of interaction between a rural school that is moving to an effective development mode and a partner school. Special attention is paid to the recommendations that are given at the level of the educational space of the region to schools participating in both regional and federal projects. The described approaches have been used in rural schools in the Ryazan Region since 2020. According to a number of background indicators, all ten rural schools that are switching to an effective development mode have showed positive dynamics.

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Thanassoulis, Emmanuel, Maria Da Conceição, and A. Silva Portela. "School Outcomes: Sharing the Responsibility Between Pupil and School1." Education Economics 10, no. 2 (August 1, 2002): 183–207. http://dx.doi.org/10.1080/09645290210126913.

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Abbott-Chapman, Joan, and Sue Kilpatrick. "Improving Post-School Outcomes for Rural School Leavers." Australian Journal of Education 45, no. 1 (April 2001): 35–47. http://dx.doi.org/10.1177/000494410104500104.

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Jackson, C. Kirabo, Shanette C. Porter, John Q. Easton, Alyssa Blanchard, and Sebastián Kiguel. "School Effects on Socioemotional Development, School-Based Arrests, and Educational Attainment." American Economic Review: Insights 2, no. 4 (December 1, 2020): 491–508. http://dx.doi.org/10.1257/aeri.20200029.

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Using value-added models on data from Chicago Public Schools, we find that high schools impact students' self-reported socioemotional development (SED) by enhancing social well-being and promoting hard work. Conditional on their test score impacts, schools that improve SED in ninth grade reduce school-based arrests and increase high school completion and college going. For most longer-run outcomes, using both SED and test score value added more than doubles the variance of the explained school effect relative to using test score value added alone. Results suggest that high school impacts on SED can be captured using self-report surveys and SED can be fostered by schools to improve longer-run outcomes. (JEL I21, J24, K42)

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John-Akinola, Yetunde O., and Saoirse Nic Gabhainn. "Socio-ecological school environments and children’s health and wellbeing outcomes." Health Education 115, no. 3/4 (June 1, 2015): 420–34. http://dx.doi.org/10.1108/he-03-2014-0041.

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Purpose – Attention to improving the school environment is a common activity in school health promotion. The role of the school environment in supporting improved health and wellbeing has a theoretical base, but has rarely been directly investigated empirically. The purpose of this paper is to investigate the associations between school socio-ecological environment and health and wellbeing outcomes. Design/methodology/approach – Questionnaire data were collected from 231 pupils in nine primary schools: urban and rural; single and mixed gender; disadvantaged and non-disadvantaged; and health promoting schools (HPS) and non-HPS. Questionnaire items included perceptions of the school socio- ecological environment (school perception, class relationships, teacher relationships, school policy and parental participation) and health and wellbeing outcomes. Findings – Reported school perception (OR 1.21, 95 per cent CI 1.12-1.30), class relationships (OR 1.13, 95 per cent CI 1.06-1.21), relationship with teacher (OR 1.20, 95 per cent CI 1.11-1.29), perception of school policy (OR 1.25, 95 per cent CI 1.13-1.37) and parents’ participation in school life (OR 1.32, 95 per cent CI 1.15-1.51) were all significantly associated with health and wellbeing outcomes for all groups of pupils. Very few differences emerged between different school types on the measures of either school socio-ecological environment or measures of health and wellbeing. Originality/value – The socio-ecological environment is clearly related to general health and wellbeing outcomes, which underlines its relevance to school health promotion. The lack of discernable differences between HPS and non-HPS demonstrate the lack of clarity in definitions of the health promoting status of schools.

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Knight, Louise, Lydia Atuhaire, Elizabeth Allen, Sophie Namy, Katharina Anton-Erxleben, Janet Nakuti, Angel Faridah Mirembe, et al. "Long-Term Outcomes of the Good School Toolkit Primary School Violence Prevention Intervention Among Adolescents: Protocol for a Nonrandomized Quasi-Experimental Study." JMIR Research Protocols 9, no. 12 (December 7, 2020): e20940. http://dx.doi.org/10.2196/20940.

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Background Violence against children in schools is a global public health problem. There is growing evidence that school-based interventions can be effective in reducing violence against children in schools. However, there is little evidence on the long-term impact of such interventions. The Good School Toolkit, developed by Raising Voices, a Uganda-based nonprofit organization, is a whole-school violence prevention intervention that aims to change the operational culture of primary schools. In 2014, the Good School Toolkit was evaluated through a cluster randomized controlled trial (Good Schools Study) and found to reduce teacher-to-student and student-to-student violence. Objective This protocol describes quantitative analyses to explore long-term outcomes of the Good School Toolkit intervention among adolescents in Uganda, including the extent to which it is associated with peer-violence victimization (primary outcome) and peer-violence perpetration, intimate-partner violence, acceptance of teacher-violence, equitable gender attitudes, agency, self-regulation, peer connectedness, social assets, psychological assets, and retention in school (secondary outcomes). Methods This is a nonrandomized quasi-experimental 4-year follow-up study of adolescents who attended the 42 Good Schools Study primary schools in 2014; 21 schools initiated the Good School Toolkit intervention during the trial from 2012, and 19 schools initiated the intervention after the trial (during the later delivery phase) from 2015; 2 schools did not implement the intervention. Students in the final school grade (Primary 7) during 2014 of the 19 primary schools in the later delivery phase are expected to have left school prior to toolkit delivery in 2015. Wave 1 data were collected in 2014 from 3431 grade Primary 5 to Primary 7 school students aged 11-14 years; these students were followed up in 2018-2019 when aged 16-19 years and invited to participate in the Wave 2 survey. Data were collected in face-to-face interviews by trained Ugandan field researchers. Toolkit exposure groups are defined as exposed during the Good Schools Study trial (from 2012), as exposed during later delivery (from 2015), or not exposed including those expected to have completed Primary 7 prior to later delivery or from the 2 schools that did not implement the toolkit. Associations between outcomes at Wave 2 and toolkit exposure groups will be analyzed using mixed-effect multivariable logistic and linear regression models for binary and continuous outcomes, respectively. This analysis is exploratory and aims to generate hypotheses on if, and under what circumstances, the toolkit influences later adolescent outcomes. Results Data collection was completed in August 2019. Conclusions To our knowledge, this is the first long-term follow-up study of adolescents exposed to a school-based violence-prevention intervention in sub-Saharan Africa. If the intervention reduces violence and improves other outcomes in later adolescence, then this study supports primary school interventions as key to achieving long-term population impacts. The pattern of effects will inform where reinforced or additional interventions are needed. International Registered Report Identifier (IRRID) DERR1-10.2196/20940

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Hafeez, Fatima, Adnan Haider, and Naeem Uz Zafar . "Impact of Public-Private-Partnership Programmes on Students’ Learning Outcomes: Evidence from a Quasi-Experiment." Pakistan Development Review 55, no. 4I-II (December 1, 2016): 955–1017. http://dx.doi.org/10.30541/v55i4i-iipp.955-1017.

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Learning outcomes refer to the performance of the students in academic tests pertaining to the respective grade level. In Pakistan, survey evidences from Annual Status of Education Report (ASER) show a significant dispersion in learning outcomes of public schools as compared with private sector counterpart. The perceived results of learning outcomes in private schools very clear but less evidence is found for educational outcome of schools run under public-private partnership programs. This becomes especially relevant when status of curricular, co-curricular, and extra-curricular activities is compared between public school, private schools, and schools run under public private partnership. In recent literature, it is found that schools taken up by public-private partnership have been providing a better learning environment—Infrastructure Rehabilitation and Development, Administrative changes, Academic Innovation and Planning, Teacher Reform and Student Affairs—is perceived to have a positive impact on learning outcomes. It is to investigate and document that the investments in these areas are justifiable. To promote this fact, we conduct a quasi-experiment to examine the profiles of students in a public-private partnership school at Karachi (running under Zindagi Trust program) and a public school (as counterfactual) in the same neighbourhood. We also recorded the household and socioeconomic characteristics to create a good set of control variables. The propensity-score results show that public-private school is performing better than that of comparison group in attaining learning outcomes thus showing positive effects of PPP. Finally, the study probed into household and parental covariates of student's educational outcomes to enhance internal validity of results. JEL Classification: I21, C21, L32. Keywords: Educational Learning Outcomes, Public-Private Partnership, Quasi-experiment.

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Heck, Ronald H., and Roberta A. Mayor. "School characteristics, school academic indicators and student outcomes: implications for policies to improve schools." Journal of Education Policy 8, no. 2 (March 1993): 143–54. http://dx.doi.org/10.1080/0268093930080203.

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Holben, Diane M., and Perry A. Zirkel. "School Bullying Case Law: Frequency and Outcomes for School Level, Protected Status, and Bullying Actions." Ethical Human Psychology and Psychiatry 18, no. 2 (2016): 111–33. http://dx.doi.org/10.1891/1559-4343.18.2.111.

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Purpose: During the past decade, concern with student bullying incidents has increased. When schools do not halt bullying, victims increasingly choose litigation as a remedy. Although the professional literature identifies the pertinent factors associated with bullying victimization, the available legal analyses have not kept pace. To identify focus areas for preventing bullying litigation, this study quantifies the frequency and outcomes for bullying cases disaggregated by the victims’ school level, protected status classification, and types of bullying actions. Methodology: We analyzed the 239 student bullying court decisions for the 20-year period 1995–2014, identifying the outcomes for each specific legal claim as well as each victim’s school level, protected status classification, and the types of bullying actions. Outcomes were conclusive if the plaintiff or defendant decisively prevailed and inconclusive if additional legal action was required for resolution. The analysis identified the most plaintiff-favorable outcome for each case and disaggregated by these three variables. Findings: The frequency of bullying cases was highest among middle school students, students asserting gender-based claims, and students experiencing both verbal and physical bullying actions. Conclusive outcomes strongly favored district defendants. Conversely, claims based on perceived sexual orientation resulted in the highest rates of inconclusive outcomes. Implications: The pro-district outcomes skew suggests that school administrators should focus on bullying prevention as a matter of educational effectiveness. To the extent that legal defensibility is a significant factor, education leaders should focus their efforts on reducing bullying of middle school students and students displaying gender nonconformity.

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Curtis, Russ, Jill W. Van Horne, Phyllis Robertson, and Meagan Karvonen. "Outcomes of a School-Wide Positive Behavioral Support Program." Professional School Counseling 13, no. 3 (February 2010): 2156759X1001300. http://dx.doi.org/10.1177/2156759x1001300303.

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School-wide positive behavioral support (SWPBS) programs are becoming an increasingly popular and effective way to reduce behavioral disruptions in schools. Results from a 4-year study examining the effects of an SWPBS program in a public elementary school indicated significant reductions in percentages of behavioral referrals, suspensions, and instructional days lost, but the effect sizes were small. Implications for school counselors and future research are discussed.

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Destin, Mesmin, and Daphna Oyserman. "From Assets to School Outcomes." Psychological Science 20, no. 4 (April 2009): 414–18. http://dx.doi.org/10.1111/j.1467-9280.2009.02309.x.

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Lynch, Jamie. "School Sector and Student Outcomes." Contemporary Sociology: A Journal of Reviews 38, no. 2 (March 2009): 163–64. http://dx.doi.org/10.1177/009430610903800229.

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CARD, DAVID, and ALAN B. KRUEGER. "School Resources and Student Outcomes." ANNALS of the American Academy of Political and Social Science 559, no. 1 (September 1998): 39–53. http://dx.doi.org/10.1177/0002716298559001004.

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Buck, G. M., M. E. Msall, E. F. Schisterman, N. R. Lyon, and B. T. Rogers. "Extreme prematurity and school outcomes." Paediatric and Perinatal Epidemiology 14, no. 4 (October 2000): 324–31. http://dx.doi.org/10.1046/j.1365-3016.2000.00276.x.

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Casciano, Rebecca, and Douglas S. Massey. "School Context and Educational Outcomes." Urban Affairs Review 48, no. 2 (December 5, 2011): 180–204. http://dx.doi.org/10.1177/1078087411428795.

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Galloway, Rae, Elizabeth Kristjansson, Aulo Gelli, Ute Meir, Francisco Espejo, and Donald Bundy. "School Feeding: Outcomes and Costs." Food and Nutrition Bulletin 30, no. 2 (June 2009): 171–82. http://dx.doi.org/10.1177/156482650903000209.

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Selekman, Janice, and Patricia Guilday. "Identification of Desired Outcomes for School Nursing Practice." Journal of School Nursing 19, no. 6 (December 2003): 344–50. http://dx.doi.org/10.1177/10598405030190060701.

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The Scope and Standards of Professional School Nursing Practice states that school nurses should evaluate the quality and effectiveness of their practice. School nurses have not yet identified and adopted outcomes by which this effectiveness can be measured. This study used focus groups during a national meeting of school nurse leaders to identify the desired outcomes that could be used to measure the efficacy of school nursing practice. Ten desired outcome themes were identified with numerous specific indicators as possible ways to measure the desired outcome in each theme. The student-, school-, and nurse-focused outcome themes were as follows: (a) increased student seat time, (b) receipt of first aid and acute care measures, (c) receipt of competent health-related interventions or skills, (d) meeting of the comprehensive needs of children with chronic conditions, (e) enhanced school health via wellness promotion and disease prevention measures, (f) referrals, (g) safe environment, (h) enhanced school health via community outreach, (i) cost-effective school nurse services, and (j) student, parent, and staff satisfaction. The school nurse participants were supportive of having potential outcomes identified and unanimously endorsed the findings at the conclusion of the study. They have provided a comprehensive framework from which evaluation tools can be developed to measure the efficacy of school nursing.

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Sørlie, Mari-Anne, Terje Ogden, and Asgeir Røyrhus Olseth. "Preventing Problem Behavior in School through School-Wide Staff Empowerment: Intervention Outcomes." World Journal of Educational Research 2, no. 2 (October 8, 2015): 117. http://dx.doi.org/10.22158/wjer.v2n2p117.

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The aim of this study was to examine the effects of the universal “Preventing Problem Behavior in School” (PPBS) intervention on both establishing high-quality learning environments and increasing the use of positive teaching strategies to prevent student problem behavior. PPBS was developed and piloted in Norway as an abbreviated version of the School-Wide Positive Behavior Support Model (SWPBS) and includes a four-day in-service training program for a school’s entire staff. Seventeen primary schools (Grades 1-7) implementing PPBS and 20 control schools engaging in “practice as usual” were compared using a three-wave measurement design. Multilevel analyses based on staff ratings indicated significant positive main effects of PPBS in the moderate range on the level of school behavior problems, positive behavior management, and perceived staff efficacy. Moreover, school size, implementation quality, proportion of unqualified staff members, and program training dosage moderated the intervention outcomes. Student ratings did not, however, support the staff ratings. The results are discussed in relation to the outcomes of the full-scale SWPBS model, meta-analyses of school-wide interventions, and measurement issues. Study limitations, strengths, practical implications, and future directions are highlighted.

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Mergler, Amanda G., and Rebecca Spooner-Lane. "Assessing the Personal and Emotional Developmental Outcomes of High-School Students." Australian Educational and Developmental Psychologist 25, no. 2 (October 1, 2008): 4–16. http://dx.doi.org/10.1375/aedp.25.2.4.

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AbstractAn examination of recent education policy and research demonstrates that the development of personal and emotional competence amongst Australian school students is a national priority (Commonwealth of Australia, 2005; Lewis & Frydenberg, 2002; Reid, 2006). In an attempt to determine whether high-schools are indeed supporting the personal and emotional development of young people, the present study investigated personal responsibility, emotional intelligence and self-esteem among a sample of year 11 public (n = 274) and private (n = 124) school students. The study found that all participants demonstrated high levels of personal responsibility and emotional intelligence, with no significant differences between the public and private school. Public and private school participants significantly differed on self-esteem, with private school participants reporting high levels of self-esteem (M = 30.36) and public school participants (M = 26.92) reporting moderate levels of self-esteem. It is sometimes assumed that private schools facilitate better developmental outcomes among students than public schools. Whilst findings are limited to results obtained from one public and one private school, the current study did not find evidence to support that the personal and emotional development of students is hindered in a public school environment.

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Meyer, Luanna, and Rachel Janney. "User-Friendly Measures of Meaningful Outcomes: Evaluating Behavioral Interventions." Journal of the Association for Persons with Severe Handicaps 14, no. 4 (December 1989): 263–70. http://dx.doi.org/10.1177/154079698901400404.

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This article describes principles and practices of data collection to evaluate the attainment of meaningful outcomes in educational services for students with severe disabilities and serious behavior problems. In contrast to a limited outcome such as a temporary change in one target behavior in a controlled clinical setting, an expanded definition of effectiveness would require evidence of a range of more meaningful outcomes for child, school, family, and community. Several user-friendly measures to document such outcomes are described, which were field-tested in an educational consultation project serving students with severe disabilities and challenging behaviors in integrated schools. The article concludes with a discussion of the advantages of an emphasis upon both meaningful outcomes and the use of measurement strategies that blend well and have high utility for typical schools while simultaneously increasing programmatic rigor and general school responsibility for what happens to students.

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Abdulkadiroğlu, Atila, Parag A. Pathak, Jonathan Schellenberg, and Christopher R. Walters. "Do Parents Value School Effectiveness?" American Economic Review 110, no. 5 (May 1, 2020): 1502–39. http://dx.doi.org/10.1257/aer.20172040.

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School choice may lead to improvements in school productivity if parents’ choices reward effective schools and punish ineffective ones. This mechanism requires parents to choose schools based on causal effectiveness rather than peer characteristics. We study relationships among parent preferences, peer quality, and causal effects on outcomes for applicants to New York City’s centralized high school assignment mechanism. We use applicants’ rank-ordered choice lists to measure preferences and to construct selection-corrected estimates of treatment effects on test scores, high school graduation, college attendance, and college quality. Parents prefer schools that enroll high-achieving peers, and these schools generate larger improvements in short- and long-run student outcomes. Preferences are unrelated to school effectiveness and academic match quality after controlling for peer quality. (JEL D12, H75, I21, I26, I28)

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Rickles, Jordan, Kristina L. Zeiser, Rui Yang, Jennifer O’Day, and Michael S. Garet. "Promoting Deeper Learning in High School: Evidence of Opportunities and Outcomes." Educational Evaluation and Policy Analysis 41, no. 2 (March 25, 2019): 214–34. http://dx.doi.org/10.3102/0162373719837949.

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Policymakers and practitioners are increasingly interested in students’ deeper learning skills, or the interpersonal and intrapersonal skills students need to succeed in school, careers, and civic life. This article presents evidence about whether the concept of deeper learning—applied across a variety of approaches—has potential merit as a means for education improvement. The analysis, based on 16 high schools implementing a school-wide approach to promoting deeper learning within the context of small schools, indicates that students who attended schools focused on deeper learning reported greater opportunities for deeper learning, greater competency in some deeper learning domains, had higher rates of graduating from high school, and were more likely to enroll in 4-year colleges than similar students who attended comparison schools.

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Foley, Kimberley A., Tishya Venkatraman, Bina Ram, Louisa Ells, Esther van Sluijs, Dougal S. Hargreaves, Felix Greaves, et al. "Protocol for developing a core outcome set for evaluating school-based physical activity interventions in primary schools." BMJ Open 9, no. 12 (December 2019): e031868. http://dx.doi.org/10.1136/bmjopen-2019-031868.

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IntroductionPrimary school-based physical activity interventions, such as The Daily Mile initiative, have the potential to increase children’s physical activity levels over time, which is associated with a variety of health benefits. Comparing interventions or combining results of several studies of a single intervention is challenging because previous studies have examined different outcomes or used different measures that are not feasible or relevant for researchers in school settings. The development and implementation of a core outcome set (COS) for primary school-based physical activity interventions would ensure outcomes important to those involved in implementing and evaluating interventions are standardised.Methods and analysisOur aim is to develop a COS for studies of school-based physical activity interventions. We will achieve this by undertaking a four-stage process:(1) identify a list of outcomes assessed in studies through a systematic review of international literature; (2) establish domains from these outcomes to produce questionnaire items; (3) prioritise outcomes through a two-stage Delphi survey with four key stakeholder groups (researchers, public health professionals, educators and parents), where stakeholders rate the importance of each outcome on a 9-point Likert scale (consensus that the outcomes should be included in the COS will be determined as 70% or more of all stakeholders scoring the outcome 7%–9% and 15% or less scoring 1 to 3); (4) achieve consensus on a final COS in face-to-face meetings with a sample of stakeholders and primary school children.Ethics and disseminationWe have received ethical approval from Imperial College London (ref: 19IC5428). The results of this study will be disseminated via conference presentations/public health meetings, peer-reviewed publications and through appropriate media channels.Trial registration numberCore Outcome Measures in Effectiveness Trials Initiative (COMET) number: 1322.

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Darling-Hammond, Linda, Jacqueline Ancess, and Susanna Wichterle Ort. "Reinventing High School: Outcomes of the Coalition Campus Schools Project." American Educational Research Journal 39, no. 3 (January 2002): 639–73. http://dx.doi.org/10.3102/00028312039003639.

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Metzger, Molly W., Patrick J. Fowler, and Todd Swanstrom. "Hypermobility and Educational Outcomes: The Case of St. Louis." Urban Education 53, no. 6 (December 28, 2016): 774–805. http://dx.doi.org/10.1177/0042085916682571.

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The school mobility rate in St. Louis Public Schools was 40% in 2011-2012, meaning that nearly half of students exited or entered a given school midway through the school year. This alarmingly high rate of churning across schools is accompanied by high neighborhood turnover, particularly within low-income, urban neighborhoods. This constant, disruptive change presents a serious and fundamental challenge for urban education. In this article, we summarize the literature linking mobility to educational outcomes, examine the causes of hypermobility in the case study of St. Louis, describe some of the current approaches to this challenge, and propose additional policy and program solutions.

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Akos, Patrick, Kevin C. Bastian, Thurston Domina, and Lucía Mock Muñoz de Luna. "Recognized ASCA Model Program (RAMP) and Student Outcomes in Elementary and Middle Schools." Professional School Counseling 22, no. 1 (January 2018): 2156759X1986993. http://dx.doi.org/10.1177/2156759x19869933.

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This study evaluates the relationship between the Recognized American School Counselor Association Model Program (RAMP) designation and students’ achievement and attendance outcomes in elementary and middle schools. We used data from 2009 through 2015 from Wake County Public Schools, the largest school district in North Carolina. Our analyses use a school fixed effects approach to assess how student outcomes change when a school receives the RAMP designation. Results indicate that RAMP boosts student attendance, particularly in middle schools, but has limited to no effect on student achievement.

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Shi, Qi, and Margaux H. Brown. "School Counselors’ Impact on School-Level Academic Outcomes: Caseload and Use of Time." Professional School Counseling 23, no. 1_part_3 (January 2020): 2156759X2090448. http://dx.doi.org/10.1177/2156759x20904489.

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Using the High School Longitudinal Study of 2009, we investigated school counselors’ caseloads, how they spent their time, and the impact of those factors on schools’ academic outcomes. Results showed that approximately 85% of the school counselors had a caseload of 455 or fewer students, with roughly one quarter reporting caseloads equal to or less than 250, and that school counselors spent more of their time on college, scheduling, and personal/social/academic/career development. We also found that how school counselors spent their time was predictive of ninth-grade retention rates, the percentage of students who enrolled in Advanced Placement (AP) courses, and the percentage of students who enrolled in 4-year universities. We provide discussion and implications for school counselors.

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Bye, L., M. Shepard, J. Partridge, and M. Alvarez. "School Social Work Outcomes: Perspectives of School Social Workers and School Administrators." Children & Schools 31, no. 2 (April 1, 2009): 97–108. http://dx.doi.org/10.1093/cs/31.2.97.

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Ertem, Hasan Yücel. "Relationship of School Leadership with School Outcomes: A Meta-Analysis Study." International Education Studies 14, no. 5 (April 25, 2021): 31. http://dx.doi.org/10.5539/ies.v14n5p31.

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Administration and governance of schools in Turkey have a complex structure and process. Within the centralized structure, the procedures in educational activities are managed by school principals. In the Turkish literature, there are studies showing leadership styles of school leaders based on the leadership theories borrowed from different contexts. Furthermore, these leadership styles are linked to school outcomes like academic achievement and teacher motivation. Thus, catching compatible sides of leadership theories may serve to improve this kind of school outcomes. In these respects, the current study aimed to investigate which leadership styles have more effect on academic achievement and teacher motivation. Exclusion and inclusion criteria were determined in order to identify the studies to be analyzed. A meta-analysis study including 21 studies in Turkish context was conducted to achieve the purpose of the study. The meta-analysis results showed that the leadership styles were highly related with the school outcomes. Overall, laissez-faire, transactional, instructional, and transformational leadership styles had a high and positive relation with the school outcomes. The laissez-faire and spiritual leadership styles showed more effect on the teacher motivation while the positive and transformational style had more effect on the academic achievement. Considering the conclusions of the study, it is recommended that future studies develop a leadership theory specific to the educational settings in Turkey.

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Cox, Stephen M., William S. Davidson, and Timothy S. Bynum. "A Meta-Analytic Assessment of Delinquency-Related Outcomes of Alternative Education Programs." Crime & Delinquency 41, no. 2 (April 1995): 219–34. http://dx.doi.org/10.1177/0011128795041002004.

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Although the alternative education movement continues to grow, uncertainty is present across the literature regarding the effectiveness of these programs. Prior reviews have found that alternative schools improve school performance, attitudes toward school, school attendance, and self-esteem, while decreasing delinquency. However, these reviews have been unable to determine the magnitude of these effects or examine potential correlates of success. The present study used meta-analysis to quantitatively summarize prior empirical research on alternative schools. The meta-analysis findings show that alternative education programs have a small overall effect on school performance, attitudes toward school, and self-esteem but no effect on delinquency. Furthermore, alternative education programs that target a specific population of at-risk delinquents or low school achievers produce larger effects than programs with open admissions.

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Fatma Gausiya and Hem Raj. "Learning Outcomes in Science Among Elementary Level Students." Issues and Ideas in Education 7, no. 2 (September 4, 2019): 65–70. http://dx.doi.org/10.15415/iie.2019.72007.

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The evolution in field of science has led to technological advancement in present century and has made the human to think and behave in more scientific way. Inadequate knowledge of science and how it functions may affect the efficient functioning of humans, and thus this demands to have a society where students are exposed to scientific knowledge. Exposure to science from the foundations years in schools is not to develop each child into a scientist but it is necessary to develop scientific attitude in them to find out the truth by experiencing, observing and questioning what captivates their interest and attention.Hence, the present study focused on learning outcomes in science among elementary school students. The present study focuses on achievement of elementary school students in science and also compares the differences on the basis of the type of school and gender. The population for the study consisted of students from residential, government and private schools of Chandigarh. Sample was randomly selected including 35 students from class VIII from each type of school. The self-developed standardized Science Achievement Test (SAT) was used as an instrument for data collection. Data was analyzed using percentage, t-test and one way ANOVA with SPSS (version 21). The findings of the study revealed that 39 percent of students scored above average, 23 percent scored average and 38 percent scored below average in SAT. Male and female students do not differ on learning outcome in science but on the basis of type of school, students of residential school performed better in SAT as compared to government and private school students. It is recommended that various factors affecting learning outcomes in science should be explored to improve the Achievement in Science.

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Suhartono, Suhartono, Tri Saptuti Susiani, and Ratna Hidayah. "PARTNERSHIP OF SCHOOL-FAMILY-COMMUNITIES AND ITS EFFECT ON STUDENT LEARNING OUTCOMES IN ELEMENTARY SCHOOL KEBUMEN." Social, Humanities, and Educational Studies (SHEs): Conference Series 1, no. 2 (January 11, 2019): 438. http://dx.doi.org/10.20961/shes.v1i2.26798.

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This study aims to find out the partnerships implementation among school, family, and communities and its effect on student learning outcomes in elementary school kebumen. This research includes quantitative descriptive research. The subjects in this study was consisted of five elementary schools. The research instruments were questionnaires and interview sheets. Data analysis was carried out using descriptive analysis with a quantitative approach. The results showed that: 1) the implementation of partnerships in elementary schools in Kebumen indicates a good category (B) with a percentage of 82.50%; 2) the partnerships of school-family-comunities in elementary schools have a significant influence on student learning outcomes.

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Hines, Erik M., James L. Moore, Renae D. Mayes, Paul C. Harris, Desireé Vega, Dwan V. Robinson, Crystal N. Gray, and Candice E. Jackson. "Making Student Achievement a Priority: The Role of School Counselors in Turnaround Schools." Urban Education 55, no. 2 (January 1, 2017): 216–37. http://dx.doi.org/10.1177/0042085916685761.

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Much attention has been paid to administrators and teachers in turnaround schools; however, little focus, if any, is given to school counselors and the vital role that they play in improving student outcomes. In turnaround schools, it is critical that all school personnel are involved in improving school outcomes, such as academic achievement and graduation rates, in the lowest performing high schools in the United States. The authors highlight the critical role that school counselors play in turnaround schools and offer specific recommendations on how they may collaborate with other stakeholders to improve student achievement in such school settings.

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Sayal, Kapil, Christine Merrell, Peter Tymms, and Adetayo Kasim. "Academic Outcomes Following a School-Based RCT for ADHD: 6-Year Follow-Up." Journal of Attention Disorders 24, no. 1 (January 2, 2015): 66–72. http://dx.doi.org/10.1177/1087054714562588.

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Objective: For children with high levels of ADHD symptoms, to investigate the impact of early school-based interventions on academic outcomes in mid-childhood. Method: A 6-year follow-up of 4- to 5-year-olds ( N = 52,075) whose schools participated in a cluster randomized controlled trial for children at risk of ADHD. School-level interventions involved the provision of a booklet with evidence-based information (book) and/or feedback of names (identification) of children with high levels of ADHD symptoms. At ages 10 to 11 years, outcome measures were scores in English and mathematics tests. Results: For children with high levels of ADHD symptoms, the interventions had no impact on academic outcomes. When all children were analyzed, the book intervention had a positive impact on mathematics. Baseline inattention was associated with poorer academic outcomes, whereas impulsiveness was associated with better academic outcomes. Conclusion: The provision of evidence-based information about helping children with ADHD at school may have wider academic benefits.

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Sari, Putri Purnomo, Ganefri Ganefri, and Muhammad Anwar. "THE CONTRIBUTION OF PRINCIPAL LEADERSHIP STYLE, TEACHERS’ PROFESSIONAL COMPETENCE AND SCHOOL CLIMATE ON THE QUALITY OF LEARNING OUTCOMES AT VOCATIONAL HIGH SCHOOL IN PADANG." JURNAL PENDIDIKAN TEKNOLOGI KEJURUAN 3, no. 1 (February 24, 2020): 26–30. http://dx.doi.org/10.24036/jptk.v3i1.3623.

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Learning outcomes are the results achieved in the form of numbers or scores after being given a test of learning outcomes at the end of each meeting. The quality of learning outcomes itself is influenced by several factors; the principal's leadership style, professional competence and school climate. This research aims to know the contribution of (1) principal’s leadership style, (2) professional competence, and (3) school climate on the quality of learning outcomes at Vocational High School (SMK) in Padang. This research used a quantitative method. The data were collected by using questionnaire. The data were analyzed by using multiple linear regressions using LISREL. The results showed that there was a positive and significant relationship between the principal leadership style and the teachers’ professional competence on the quality of learning outcomes at several vocational schools in Padang. There was a positive and significant relationship between the principal leadership style and professional competence through the school climate on the quality of learning outcomes at several vocational schools in Padang.

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Saleh, Ilhamdaniah. "Longitudinal Study of the Vocational and High School Graduation Rate from 2011 to 2016 in Erie County, New York." Jurnal Pendidikan Teknologi dan Kejuruan 24, no. 2 (September 29, 2018): 229–37. http://dx.doi.org/10.21831/jptk.v24i2.20019.

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This study highlighted the discrepancies of education outcomes in urban-suburban settings and the differences between the graduates of vocational high schools and general high schools from 2011 to 2016 in Erie County, New York State, United States. Erie was infamous for racial segregation and the discrepancy of school quality between urban, suburban, and rural areas. New York State Department of Education has invested efforts to improve the education outcomes of vocational and high school education in the region. However, the education outcome gap still existed between those schools. The data source was derived from the School Report Card from 2011 to 2016 published by New York State Department of Education. The outcome variable was the percentage of high school graduates who attained Regent diploma (New York State standard) or the graduation rate. Methods utilized were an independent sample t-test, an analysis of variance, and a hierarchical linear model to measure the difference in longitudinal growth of graduation rate from 2011 to 2016. The results showed that there was a significant difference in the means of the graduation rate between vocational and general high schools. Teacher academic qualifications and certifications had a positive relationship with the graduation rate. The implication of this study called for tremendous efforts to improve the educational outcome, leverage teacher competencies, and close the gap.

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Wang, Cixin, Dengting Boyanton, Ana-Sophia M. Ross, Jia Li Liu, Kathryn Sullivan, and Kieu Anh Do. "School climate, victimization, and mental health outcomes among elementary school students in China." School Psychology International 39, no. 6 (November 26, 2018): 587–605. http://dx.doi.org/10.1177/0143034318805517.

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Although school climate has been identified as a protective factor for youth development in the United States, few longitudinal studies have examined the relationship between school climate and student outcomes in China. This study explored the relationship between school climate, victimization, covitality, internalizing symptoms, and academic achievement, and whether school climate moderated the relationship between victimization and mental health outcomes using longitudinal data. Survey data were collected from 1150 Chinese 3rd to 6th grade students ( Mage = 10.27 years, SD = 1.03 years, 55% boys) from five elementary schools at two time points. Regression results showed that school climate factors, including student-teacher relationships, clear expectations, respect for diversity and fairness of rules, predicted victimization, mental health (both internalizing symptoms and covitality), and academic grades six months later. School climate did not moderate the relationship between victimization and mental health. Our results suggest that it is important to foster positive school climate in order to prevent bullying and promote positive youth development among elementary students in China.

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Stock, Jacqueline L., Nanci Larter, Gail M. Kieckehefer, Gayle Thronson, and Judy Maire. "Measuring Outcomes of School Nursing Services." Journal of School Nursing 18, no. 6 (December 2002): 353–59. http://dx.doi.org/10.1177/10598405020180060801.

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Considerable information exists about the impact of school health services on student health and academic achievement. Much less information exists about the specific impact of school nursing services. This article reports on a Washington State project that studied documentation of outcomes of school nurse interventions, the scope of the school nurse role, and the infrastructure necessary to report outcomes of school nursing. A literature review about outcomes of school nursing was conducted. Twenty-two leaders in school nurse issues were interviewed. The literature review yielded 15 articles documenting positive outcomes of school nursing. Interview analysis revealed leader ideas about important outcomes of school nurse services and the infrastructure needed to document the impact of school nursing. The existing literature on positive outcomes addresses a limited portion of the school nurse role. Components of infrastructure necessary to document outcomes are delineated. Resources for infrastructure development are discussed.

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Bartelink, Nina, Patricia van Assema, Maria Jansen, Hans Savelberg, and Stef Kremers. "The Moderating Role of the School Context on the Effects of the Healthy Primary School of the Future." International Journal of Environmental Research and Public Health 16, no. 13 (July 9, 2019): 2432. http://dx.doi.org/10.3390/ijerph16132432.

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Background: The current study investigated the moderating role of the school context on the effects of a Dutch health promoting school initiative on children’s health and health behaviors. Methods: The study used a mixed-methods design. The school context (n = 4) was assessed by the characteristics of the school population, teacher’s health-promoting (HP) practices, implementers’ perceived barriers, school’s HP elements, and dominating organizational issues. Outcomes included objectively assessed BMI z-scores and physical activity (PA), and parent and child-reported dietary intake. Analyses included linear mixed models (four intervention schools versus four control schools), and qualitative comparisons between intervention schools with similar HP changes. Results: Effects on outcomes varied considerably across schools (e.g., range in effect size on light PA of 0.01–0.26). Potentially moderating contextual aspects were the child’s socioeconomic background and baseline health behaviors; practices and perceived barriers of employees; and organizational issues at a school level. Conclusions: Similar HP changes lead to different outcomes across schools due to differences in the school context. The adoption of a complex adaptive systems perspective contributes to a better understanding of the variation in effects and it can provide insight on which contextual aspects to focus on or intervene in to optimize the effects of HP initiatives.

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Duyar, Ibrahim, Nancy Ras, and Carolyn L. Pearson. "Analysis of teachers’ task and extra-role performance under different autonomy regimes." International Journal of Productivity and Performance Management 64, no. 4 (April 13, 2015): 499–522. http://dx.doi.org/10.1108/ijppm-06-2013-0103.

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Purpose – Teachers constitute one of the largest groups of knowledge workers. The purpose of this paper is to examine the antecedents and outcomes of teachers’ task and extra-role performance (ERP) under two different autonomy regimes in charter and regular public schools. A special emphasis was given to the ERP of teachers. Both the predictors and outcomes of teacher work performance were comparatively investigated in these two different school environments. Design/methodology/approach – By applying a social-cognitive perspective and a causal comparative design, the study comparatively tested the reciprocal relationships among the study variables in public and charter schools. The clustered sample included 812 public school teachers and 112 charter school teachers. Findings – The findings revealed that the predictors and outcomes of teachers’ task and ERP have differing dynamics in these two distinct types of public schools. The School Type, which represented the differences in school autonomy between public and charter schools, appeared to be the strongest differentiating factor across two groups of schooling. Both types of teacher performance (task and extra role) in charter schools outweighed their counterparts in public schools. Similarities and differences were observed on the predictors and outcomes of teacher work performance. Originality/value – The current study contributed to the scant literature on the effects of school autonomy on teacher task and ERP. A clear understanding on the predictors and outcomes of teacher work performance under two different school autonomy regimes may guide practitioners and policymakers in their efforts to bring public schools to a more competitive edge.

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Redding, Christopher, and Tuan D. Nguyen. "The Relationship Between School Turnaround and Student Outcomes: A Meta-Analysis." Educational Evaluation and Policy Analysis 42, no. 4 (September 9, 2020): 493–519. http://dx.doi.org/10.3102/0162373720949513.

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School turnaround has emerged as a predominant strategy to improve chronically low-performing schools, although the approach remains controversial. This meta-analysis synthesizes results from 35 studies to examine the relationship between school turnaround and various student outcomes. We find that school turnaround is associated with improved attendance, standardized test scores, and graduation rates. When separating the results by the different turnaround models, transformation, turnaround, and restart models are associated with improvements in student test scores. We find no evidence of a significant relationship between school closure or state turnaround conducted under No Child Left Behind (NCLB) waivers and student test scores. We describe how changes in organizational operations, human capital, and the governance and/or management of low-performing schools might have contributed to this observed relationship.

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Habib, Masooma. "Education in Pakistan’s Punjab: Outcomes and Interventions." LAHORE JOURNAL OF ECONOMICS 18, Special Edition (September 1, 2013): 21–48. http://dx.doi.org/10.35536/lje.2013.v18.isp.a2.

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One of the most critical challenges Pakistan faces today is the need to improve and expand its education system. With important political and demographic changes taking place, greater devolution and strengthened democracy, this is an opportune moment to build a better system. Not only does the purpose of education have to be defined beyond what has been left over from colonial administrative objectives, but a much greater effort has to be invested in developing the skills and talents of the majority of the population. Punjab, Pakistan's largest province, has taken several education reform initiatives to improve education outcomes. However about a quarter of school age children are still not attending school either because they never enrolled or because they dropped out early. Low transition rates to secondary education are of special concern. Moreover, recent assessments have shown that students' knowledge and comprehension of basic subjects remains alarmingly low. Improved learning in schools is therefore another important challenge. Patterns in learning achievement in Punjab indicate the importance of school level factors, implying that a good school could make up for other regional and socio-economic disparities. Better quality schools also attract more students from the poorest families, because when parents expect better returns from education, the time and resources spent on schooling becomes worthwhile. This paper will review the extent to which critical gaps in achievement levels and other educational outcomes have been addressed by past policies and current reform programs.

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Best, Nakia C., Sonda Oppewal, and Debbie Travers. "Exploring School Nurse Interventions and Health and Education Outcomes: An Integrative Review." Journal of School Nursing 34, no. 1 (December 5, 2017): 14–27. http://dx.doi.org/10.1177/1059840517745359.

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School nurses intervene with students, parents, and school staff to advance the health and academic success of students. We conducted an integrative literature review of published research to describe the types of school nurse interventions and health and education outcome measures and to examine how school nurse interventions were linked to student outcomes. Sixty-five studies met the inclusion criteria. We used the National Association of School Nurses’ Framework for 21st Century School Nursing Practice to categorize school nurse interventions and health and education outcome measures. The majority of interventions were categorized under the care coordination principle, most commonly, motivational interviewing and counseling. In 17 studies, school nurse interventions were linked to improved student outcomes. Most studies (80%) were descriptive. To advance school nursing science, researchers can build on this foundation with more rigorous research methods to evaluate the impact of school nurse interventions and activities on student health and education outcomes.

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Syakdiyah, Halimatus, and Basuki Wibawa. "Implementation of Flipped Classroom to Improve the Student’s Learning Result in Senior High School Education, A case study: Senior High School 1 SETU BEKASI, INDONESIA." International Journal of Engineering & Technology 7, no. 3.36 (May 6, 2018): 147. http://dx.doi.org/10.14419/ijet.v7i3.36.29096.

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Chemistry lesson is one of the lessons considered difficult, especially in middle school students in Indonesia. This also happens in high schools in Bekasi. This study aims at improving the specific learning outcomes on chemistry subject by applying flipped classroom. The increased learning outcome is measured by comparing learning outcomes using an expository method on the same level. The selection of classes applying the flipped classroom and classes using the expository method is done randomly. From the result of the study, the difference in chemistry learning outcomes between students studied using Flipped Classroom and expository learning strategies. Based on the result of calculation is obtained difference in student learning outcomes between students who learn using the Flipped Classroom strategy and students who learn using the expository strategy.

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Lahtero, T. J., R. Ahtiainen, and M. P. Vainikainen. "Examining Distributed Leadership and School Outcomes in Finnish Compulsory School." American Journal of Educational Research 8, no. 12 (December 3, 2020): 893–98. http://dx.doi.org/10.12691/education-8-12-2.

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Eaves, Ronald C., Karen Rabren, and George Hall. "The Post-School Outcomes Transition Survey." Assessment for Effective Intervention 38, no. 1 (July 30, 2012): 30–39. http://dx.doi.org/10.1177/1534508412452751.

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Sobel, Daniel. "Parent-school meetings: Ensuring successful outcomes." SecEd 2018, no. 26 (October 4, 2018): 14. http://dx.doi.org/10.12968/sece.2018.26.14.

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Journal articles on the topic 'School Outcomes'

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