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Published: 4 June 2021
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1

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

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

Odom, Natalie M. "Elementary school student achievement an analysis of school size and student achievement /." Orlando, Fla. : University of Central Florida, 2009. http://purl.fcla.edu/fcla/etd/CFE0002696.

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3

Wall, Gabrielle Julya Howard. "What Affects Student Achievement." Thesis, University of Canterbury. Psychology, 2010. http://hdl.handle.net/10092/4978.

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This study aimed to identify student-level variables that influence academic outcomes, and to determine the extent of their influence. In Study 1, final year secondary students (N = 654) completed a questionnaire gathering demographic information and measuring possible influencing variables. A number of these variables predicted academic achievement, including demographic, attitudinal, personality, study strategy and intelligence variables. Mathematical intelligence was the strongest predictor of achievement for all three achievement variables used, and was followed by school decile. Openness to experience and critical reasoning intelligence were the next strongest predictors of two achievement variables (proportion of Merit and Excellence credits attained and Level 3 attainment), while the third achievement variable (credits attained) was next best predicted by participant sex and verbal intelligence. Self-regulation skills were more beneficial when used by high intelligence participants. Likewise, critical thinking skills were more beneficial for high intelligence participants, high socio-economic participants and non-Māori participants. These interactions and the influence of participant openness to experience were further explored in a subsequent study, in which a second group of final year secondary students (N = 122) participated in a year-long study. Participants were divided into three groups: one group was taught critical thinking skills; a second group was taught strategies relating to the facets of openness to experience; and the third group was a control group. The control group was taught peer learning skills, which the previous study found did not relate to student achievement. The results of the interventions did not show a change in either the target variables or in student achievement for any of the three groups. Study 3 aimed to identify the student-level variables that influence academic outcomes for first year tertiary students and to determine the relative influence of each variable. This longitudinal study involved students at a New Zealand tertiary institution (N = 62) who had previously participated in Study 1 during their Year 13 year. Participants completed a questionnaire that collected demographic, attitudinal, personality and study strategy variables. Year 13 achievement and the use of critical thinking skills were the strongest predictors of student achievement.
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4

Blackmore, Jacqueline Hilary. "Teacher-Student Relationships and Student Writing Achievement." Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3604330.

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Past research has shown that learner-centered environments can improve students' self-esteem and increase their academic skills. The purpose of this study was to determine whether teaching the core curriculum within a caring classroom environment increases students ability to communicate effectively and perform at higher achievement levels in writing. The study addressed the experiences of teachers in implementing a new writing program with a strong emphasis on social skill development as a precursor to good writing. Guided by the social learning theories of Dewey, Rogers, and Vygotsky, who contended that social interaction is vital to the development of cognition, a qualitative case study was undertaken consisting of individual interviews with 15 teachers at 6 elementary schools in southwestern Connecticut. Data were collected to address the extent to which a caring community of students can foster positive academic outcomes. Data were analyzed and coded to discover common themes. Results showed that teachers perceived that the social skills taught through the program did increase students writing skills. In addition, students had better listening skills and were more comfortable taking academic risks. This finding supports past social learning theories. Based on these findings, 3 days of professional learning workshops were created with the goals of building student-teacher relationships, creating learner-centered environments, and curtailing bullying. Equipping teachers with this resource will help to create social change by helping students become better communicators in a diverse society, increasing their graduation rates, and preparing them to enter the global workforce of the 21st century.

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5

Blackmore, Jacqueline Hilary. "Teacher-Student Relationships and Student Writing Achievement." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1102.

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Past research has shown that learner-centered environments can improve students' self-esteem and increase their academic skills. The purpose of this study was to determine whether teaching the core curriculum within a caring classroom environment increases students ability to communicate effectively and perform at higher achievement levels in writing. The study addressed the experiences of teachers in implementing a new writing program with a strong emphasis on social skill development as a precursor to good writing. Guided by the social learning theories of Dewey, Rogers, and Vygotsky, who contended that social interaction is vital to the development of cognition, a qualitative case study was undertaken consisting of individual interviews with 15 teachers at 6 elementary schools in southwestern Connecticut. Data were collected to address the extent to which a caring community of students can foster positive academic outcomes. Data were analyzed and coded to discover common themes. Results showed that teachers perceived that the social skills taught through the program did increase students writing skills. In addition, students had better listening skills and were more comfortable taking academic risks. This finding supports past social learning theories. Based on these findings, 3 days of professional learning workshops were created with the goals of building student-teacher relationships, creating learner-centered environments, and curtailing bullying. Equipping teachers with this resource will help to create social change by helping students become better communicators in a diverse society, increasing their graduation rates, and preparing them to enter the global workforce of the 21st century.
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6

Edwards, Nicole C. "School facilities and student achievement student perspectives on the connection between the urban learning environment and student motivation and performance /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1164663224.

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7

Deevers, Matthew D. "Teacher goal endorsement, student achievement goals, and student achievement in mathematics: a longitudinal study." Cleveland State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=csu1279737483.

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8

Eddy, Lisa. "THE EFFECT OF STUDENT MOBILITY ON STUDENT ACHIEVEMENT." UKnowledge, 2011. http://uknowledge.uky.edu/gradschool_diss/177.

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Student mobility and its relationship to academic success have been researched since World War II with varied findings (Goebel, 1978). Establishing the relationship between mobility and achievement is difficult due to the fact that mobility is related to many factors. Mobility has been found to be prevalent among students who traditionally demonstrate achievement gaps (specifically students of low-income status) (Long, 1992; Smith, Fien & Paine, 2008). Mobility’s relationship to achievement is complex. Led by a single definition of mobility, admittance to more than one school in the given district over the period of one academic year, this research study sought to determine the effect of mobility on academic achievement. Specifically, the research focused on mobility’s effect on students classified as low-income and the effect of school mobility level on academic achievement of its students. This study used a quantitative design; student records were obtained for mobility data, and criterion referenced test scores in mathematics and language arts were utilized to measure academic achievement. Findings revealed that mobile students performed below non-mobile students, low-income status affected mobile students negatively, and mobility level of the school attended had a negative effect on the academic achievement of its students.
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9

Cate, Jessica W. "Students to Computer Ratio, Socioeconomic Status, and Student Achievement." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3284.

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The purpose of this study was to determine if there was a relationship between the students to computer ratio and 6th grade student achievement in Math and Reading during the 2013-2014 and 2014-2015 school years as compared by socioeconomic status at each of 562 schools in Tennessee. The independent variables in the study were the ratio of students to computer (low/middle/high), the change in ratio of students to computer from 2013-2014 to 2014-2015, and socioeconomic status (low/non-low). The dependent variables in the study were 6th grade mean Reading scores for 2014-2015, 6th grade mean Reading gain scores from 2013-2014 to 2014-2015, 6th grade mean Math scores for 2014-2015, and 6th grade mean Math gain scores from 2013-2014 to 2014-2015. There was not a significant difference between the mean TCAP scores in Reading and Math and low, middle, or high technology schools. There was no correlation between the changes in ratios and TCAP Reading and Math scores. There was no significant difference between low, middle, and high technology schools as compared by their low or non-low SES. There was no significant difference in TCAP Reading or Math scores for low, middle, or high technology schools as compared by their low or non-low SES. There was no significant difference in the change in TCAP Reading and Math scores as compared by low, middle, or high technology and their low or non-low SES. There was no significant difference in TCAP Reading and Math achievement scores as compared by low, middle, or high technology in low SES schools. There was no significant difference in TCAP Reading and Math achievement scores as compared by low, middle, or high technology in non-low SES schools.
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10

Prehoda, Lauren. "Teacher unions and student achievement." CONNECT TO ELECTRONIC THESIS, 2007. http://dspace.wrlc.org/handle/1961/4158.

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11

Copper, Michael C. "Teacher expectations and student achievement." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/720325.

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The 1989 Teacher Expectations and Student Achievement (TESA) study analyzed whether students perceived as low achievers, having been taught by TESA-trained instructors in the Metropolitan School District (MSD) of Warren Township over a three-year period, achieved significantly (p < .05) higher academic gain than a similar control group of students not taught by TESA-trained instructors as measured by the Comprehensive Test of Basic Skills (CTBS).Federal Judge S. Hugh Dillin, in 1971, found the Indianapolis Public Schools (IPS) system to be racially segregated in violation of the Constitution. The ruling indicated that the school system was denying equal opportunity to black children because of race. Following ten years of review and appeals to higher courts, one-way busing of black students from IPS to six suburban school districts began in the fall of 1981 in Marion County, including the MSD of Warren Township. Some of the greatest concerns for one-way busing included the steps being taken to ensure fair treatment and full academic opportunity for all children involved in desegregation.As a result of the desegregation order, the MSD of Warren Township and several other Indianapolis suburban school systems adopted the TESA staff development program. TESA is an intervention program designed to encourage non-discriminatory behavior toward all students in the classroom in order to increase academic performance.The original TESA research was conducted in 1974 by Sam Kerman and Mary Martin in school districts in Los Angeles, California. This 1989 TESA study covered five school years from 1982-1983 through 1986-1987, and followed the progress of 102 students through three consecutive years of being taught by a TESA-trained teacher, or a teacher not trained in TESA skills, in 246 classrooms.A multivariate analysis of variance (MANOVA) indicated that neither group (TESA or other) or race (black or other) were found to be statistically significant in improving students' academic achievements on the CTBS. Although some academic gains were noted for students taught by TESA-trained teachers over a three-year period, the gains were not statistically significant. TESA continues to be a staff development program many school systems support, but perhaps the interest should not include the expectation that low achieving students will significantly improve academic achievement.
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12

Hillman, Alana S. "Early Interventions and Student Achievement." Thesis, Lindenwood University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3619165.

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Educating children is a costly endeavor; however, when children with special needs enter kindergarten unprepared emotionally, socially, or academically, the increased costs and support systems have to be absorbed by the schools and communities. The purpose of this study was to determine if there was a significant difference between the academic achievement of students participating in Early Childhood Special Education (ECSE) compared to students without ECSE services with DIAL-3 scores ranked in the 20th percentile or below. Achievement scores for second and third graders in one urban school district were utilized to compare the scores of ECSE and non-ECSE students. The sample included the TerraNova and Performance Series assessment scaled scores of 30 ECSE students and 30 non-ECSE students for a total of 60 students from academic years 2008 to 2012 from the participating school district. A stratified sampling was utilized within the two groups of students' assessment scores. Standard calculations included means, standard deviations, and a t-test. When comparing the second grade achievement scores, ECSE students had statistically significant gains on the overall scaled scores than the non-ECSE students. When comparing the third grade Performance Series reading, language arts, and math scaled scores of the ECSE students to the non-ECSE students, the ECSE students had statistically higher achievement scaled scores compared to the non-ECSE students. When comparing the third grade Performance Series reading and language arts standard item pool scores of the ECSE students to the non-ECSE students, the ECSE students had statistically higher achievement standard item pool compared to the non-ECSE students. The Performance Series standard item pool scores were not statistically significant between the two groups.

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13

Atkins, Rosa Stocks. "School Practices and Student Achievement." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/29565.

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After implementing a statewide standardized testing program in 1998, the Virginia Department of Education realized that some schools were making great gains in student achievement while other schools continued to struggle. The Department conducted a study to identify the practices used by schools showing improvement. Six effective practice domains were identified. The current study was a follow-up to the research conducted by the Virginia Department of Education. A questionnaire measuring the six effective practice domains: (a) curriculum alignment, (b) time and scheduling, (c) use of data, (d) professional development, (e) school culture, and (f) leadership was administered to teachers in 148 schools in Virginia; 80 schools participated. Two questions guided the study: (1) How frequently do schools use the Virginia Department of Education effective practices, and (2) what is the relationship between the use of the effective practices and school pass rates on the 3rd grade 2005 Standards of Learning (SOL) reading test? Descriptive statistics, linear regression, and discriminant function analysis were applied to explore the relationships between the predictor variables (percentage of students receiving free or reduced-price lunch and the use of the effective practices) and the criterion variable (school pass rate on the 2005 SOL 3rd grade reading test). Academic culture and the percentage of students receiving free or reduced-price lunch accounted for significant amounts of the variance in school pass rates. The remaining five effective practice measures were not related to school pass rates. The measures may have affected the results. In most cases, one person was used as the proxy for the school, and this person may have provided a biased assessment of what was happening in the school.
Ed. D.
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14

Melaragno, Stella Mello. "School calendar and student achievement." reponame:Repositório Institucional do FGV, 2016. http://hdl.handle.net/10438/17017.

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Rejected by Renata de Souza Nascimento (renata.souza@fgv.br), reason: Stella, boa tarde Seu trabalho está correto, porém, o arquivo precisa estar em pdf. Por gentileza, salvar e submeter novamente. Grata on 2016-09-06T19:19:30Z (GMT)
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Este estudo tem como objetivo analisar como o calendário escolar impacta o esforço dos alunos quando estão estudando para os exames de final do ano e na pontuação no Exame Nacional do Ensino Médio (ENEM). Verificou-se que cidades com mais feriados tem menos alunos estudando nestas datas. Quando o ENEM aproxima, esse efeito se torna ainda maior. Cidades com mais feriados na vespera do ENEM estão associadas com menor nota. Usando o modelo two sample instrumental variable e considerando que os feriados impactam o ENEM exclusivamente por meio do esforço do aluno, estima-se que um maior esforço na vespera do exame leva a uma maior pontuação.
This study aims to analyze how school calendar impacts students’ effort when studying for end of year exams and how it impacts score in the Brazilian High School National Exam (Exame Nacional do Ensino Médio – ENEM). It was verified that cities with more holidays have less students studying during these dates. When the ENEM approaches, this effect is even greater. Cities with more holidays close to the exam are associated with lower scores. Using two-sample instrumental variable and considering the hypothesis that holidays impact the ENEM score exclusively by students’ effort, it can be inferred that more studying effort prior to the exam can lead to a higher score.
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15

Barr, Marilyn Frances. "Fostering student achievement: A study of the relationship of collective teacher efficacy and student achievement." W&M ScholarWorks, 2002. https://scholarworks.wm.edu/etd/1539618575.

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The purpose of this research was to determine if there was a relationship between collective teacher efficacy and student achievement and if collective teacher efficacy made an independent contribution in explaining student achievement beyond socioeconomic status. The conceptual basis for this study was Bandura's theory of self-efficacy.;Relationships between collective teacher efficacy and student achievement on the Virginia grade 8 math, writing, and English Standards of Learning (SOL) tests were found to be significant. The relationship between collective teacher efficacy and student achievement on the grade 8 writing SOL test made an independent contribution when controlling for socioeconomic status. However, the relationship between collective teacher efficacy and student achievement on the grade 8 math and English test did not make an independent contribution when socioeconomic status was controlled. This study contributes to other research findings indicating a positive relationship between collective teacher efficacy and student achievement.
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16

Diersen, Brett A. "Student-athlete or athlete-student." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005diersenb.pdf.

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17

O'Shea, Michael D. "STUDENT PERCEPTIONS OF TEACHER SUPPORT: EFFECT ON STUDENT ACHIEVEMENT." Connect to this title online, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1143054461.

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18

Wheelhouse, Patricia A. "A survey of minority student participation in music programs of the Minority Student Achievement Network /." Digitized version, 2009. http://hdl.handle.net/1802/11074.

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Thesis (Ph. D)--University of Rochester, 2009.
Includes abstract and vita. Includes bibliographical references. Digitized version available online via the Sibley Music Library, Eastman School of Music http://hdl.handle.net/1802/11074
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19

Newman, Donna M. "The impact of downsizing on student achievement as reported in the academic excellence indicator system in North East Independent School District in San Antonio, Texas." Texas A&M University, 2007. http://hdl.handle.net/1969.1/85820.

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This study determined the impact of downsizing on student achievement as reported in the AEIS database for the 10 downsized elementary schools in North East Independent School District (NEISD). Ten existing elementary schools lost students and teachers to four new schools that opened in 2005. Conclusions have been made regarding the impact of downsizing at these ten existing feeder schools on student achievement. The population of this study were students enrolled in third, fourth, and fifth grades at the ten downsized elementary campuses. Research questions were analyzed using an Independent Sample t test and the Pearson Product Moment Correlations to examine whether there was a significant difference between the variables and student achievement and correlations between student achievement and changes in teacher demographics. Based on the findings of this study, the following recommendations are provided: 1. Total tested student population and White subpopulation TAKS scores returned statistically significant improvement at the ten elementary campuses in the area of reading "met standards" after downsizing. 2. The Hispanic subpopulation returned statistically significant improvement in the area of reading "commended performance" after downsizing. 3. The overall tested student population and the Hispanic subpopulation returned statistically significant in the area of mathematics "met standards" after downsizing. 4. The overall tested student population and the Hispanic and White subpopulations returned statistically significant improvement in the area of mathematics "commended performance" after downsizing. 5. The African American subpopulation was the only population in this study whose student achievement mean declined from 2005 to 2006 in the areas of reading "met standards" and mathematics "commended performance." 6. The African American subpopulation was the only population in this study to show a significant negative correlation between teacher years of experience and student achievement in "commended performance" for reading and mathematics prior to downsizing.
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20

Turner, Teresa. "Grade size and student achievement : the relationship between grade size, socioeconomic status, and student achievement of Mississippi public school seventh grade students /." Full text available from ProQuest UM Digital Dissertations, 2008. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1801444051&SrchMode=1&sid=24&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1258654225&clientId=22256.

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Thesis (Ph.D.)--University of Mississippi, 2008.
Typescript. Vita. Committee chairs: Dr. Susan McClelland and Dr. Lori Wolff Includes bibliographical references (leaves 68-80). Also available online via ProQuest to authorized users.
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Caner, Havva Ayşe, and Fatma Nevra Seggie. "Gender, student achievement, and regional discrepancies." Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6592/.

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22

Pickering, Sarah Kelley. "Factors Influencing Student Achievement in Texas." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331552/.

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This study examines the relationships among student socioeconomic status, school district enrollment, minority enrollment, district expenditure per pupil, and the teaching experience of faculty as these variables influence the achievement scores of secondary students in Texas. Data from a total of 1,061 Texas school districts were used to determine the effects of the indicated district-level predictor variables on three criterion variables: reading, mathematics, and writing scores for the 11th-grade Texas Education Assessment of Minimum Skills (TEAMS). The study led to the following conclusions: 1. Low socioeconomic status of students in Texas, as in the rest of the United States, insures that test scores will be lower if all other variables are held constant. 2. Large minority populations are strong predictors of low test scores, especially in mathematics and reading. 3. Students in districts whose faculty had a high average of years of teaching experience also scored high in achievement tests, especially in mathematics and writing. 4. High average district expenditure per pupil predicts high test scores, especially in reading. 5. School district size or enrollment has low predictive value of test scores. Among several specific recommendations, this study advises that further study be done concerning the most effective ways to educate minority and socioeconomically disadvantaged student populations. The study also recommends that better ways be found to retain experienced teachers in the classroom, including monetary compensation, extra allowances for staff development, and additional resources. The study cautions against simply adding money to a district's budget to increase student achievement scores, asserting that districts should make thorough studies before higher expenditures per pupil are alone used to increase test scores.
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Reams, Shirley. "Student achievement, absenteeism, and social factors." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1987. http://digitalcommons.auctr.edu/dissertations/2822.

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The purpose of this study was to investigate whether student achievement and absences are influenced by the home and social factors such as parental education, family make-up, ethnicity, home ownership, retention, free lunch, sex, and grade. The following hypotheses were tested: 1. There was no statistically significant relationship at .05 level between student achievement and each of: grouping, grade, sex, mother's education, father's education, family make-up, ethnicity, free lunch, rehousing, home ownership. 2. There was no statistically significant relationship at the .05 level between student absenteeism and each of: achievement grouping, grade, sex, mother's education, father's education, family make-up, ethnicity, free lunch, rehousing, home ownership. The population consisted of four classes (2, 4th and 2 5th grades) and 40 students randomly drawn from these classes. Twenty males and twenty females were represented, ten whites and thirty minorities out of a population of 75% minorities and 25% white. The instrument used was a schedule constructed to obtain information from school files on each variable as defined. The main results were observed in the correlation matrix where: Achievement was significantly related to grouping, mother's education, father's education, family make-up, free lunch, rehoused, retention, home ownership, hence the null hypotheses for these variables were rejected. Sex and ethnicity were not significantly related to achievement and hence the hull hypotheses for these variables were accepted. Absenteeism were significantly related to achievement, grouping, sex, mother's education, father's education, family make-up, ethnicity, free lunch, rehousing/retention, and home ownership. The null hypotheses were therefore, rejected for these variables. However, the null hypotheses were accepted for absenteeism and grade level, and ethnicity. In a factor analysis of the data achievement and absenteeism were placed in Factor 1 with father's education and mother's education, grouping, free lunch, family make-up, home ownership, and rehousing indicating that all these variables belong to the same family. Hence a change in one result is a change in the others.
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Norman, Dana Burton. "School Facility Renovation and Student Achievement." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/56617.

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This dissertation examines school renovation and student achievement. The study focuses on the relationship between a complete renovation of a school facility and its influence on student achievement before, during, and after the renovation process. This is a replication study of previous research, Mayo (2012), which focused on middle schools in the Commonwealth of Virginia that were identified as a complete renovation project during the years of 2004-2010. This study utilized the procedures and the descriptive research methodology established in the Mayo (2012) study. Which allowed for the same three demographic variables (minority, socioeconomic, and teacher quality) to be addressed. The only modification made was the selection of a new grade level (K-5) focusing on elementary schools. The research question posed in this study, Does the complete renovation process, which includes structural, plumbing, electrical, and heating and air conditioning changes of a school building, influence student achievement? Out of 514 school construction projects listed by the Virginia Department of Education during 2004-2010, 89 were classified as renovation projects. Out of the 89, only 39 met the criteria of elementary schools servicing fifth grade students. The 39 elementary schools were then further reviewed, and 15 met the criteria of fulfilling the four components of a complete renovation; structural, plumbing, electrical, and heating/air conditioning. The findings of the 15 schools identified as being a complete renovation showed no statistical significance between the variables and were not statistically significant when comparing the fifth grade mathematics and reading student performance to each stage of the renovation process.
Ed. D.
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25

Benhenda, Asma. "Education policy, inequalities and student achievement." Thesis, Paris, EHESS, 2020. http://www.theses.fr/2020EHES0044.

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Cette thèse analyse l’efficacité des dispositifs mis en place par la puissance publique pour atteindre leurs trois principaux objectifs : attirer et retenir des enseignants de qualité, aider les enseignants à s’améliorer, et appareiller les enseignants à leurs élèves de façon à réduire les inégalités éducatives. Par rapport à l’essentiel de la littérature académique existante consacrée aux politiques éducatives à destination des enseignants, cette thèse élargit le champ d’analyse au rôle d’acteurs peu étudiés dans la littérature : les jurys des concours de recrutement, les inspecteurs d’académie et les chefs d’établissement, mais aussi les enseignants remplaçants, qu’ils soient titulaires ou contractuels .Elle étend enfin la discussion au système éducatif dans son ensemble à travers l’analyse d’un mécanisme d’incitations non-monétaires mis en place pour attirer et retenir les enseignants dans les établissements défavorisés
This dissertation analyses the efficiency of teacher policies in France with regard to their three main objectives: attract and retain quality teachers, help teacher progress and reduce educational inequalities through the matching of teachers to their students
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Hardesty, Bridget Anderson. "Improving student achievement through parent involvement." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2817.

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This project consisted of four parent workshops designed to examine and strengthen home-school communication for Banks Elementary School students, teachers, and parents. The goals of the workshops were to improve parent-teacher relations, increase parent usage of school resources, and increase parent student interaction in the home. Workshop topics included providing parents with information on state-mandated testing, literacy issues, reading strategies, and homework.
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Dawkins, Lakeshia Darby. "Factors Influencing Student Achievement in Reading." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3601.

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The purpose of this study was to understand the reasons, as perceived by elementary school teachers at the target Title I school, for low student achievement in reading. The conceptual framework that guided this study was the ecological theory that postulates that students' academic achievement is influenced by several subsystems that affect human growth and development: microsystems, mesosystems, exosystems, macrosystems, and chronosystems. Four research questions guided this study. The questions investigated teachers' perceptions of how effective classroom practices, differentiated instruction, professional development, and parental involvement influence student achievement in reading. Participants included 9 elementary school ELA teachers. Data collection included audiotaped interviews, classroom observations, and the examination of teacher lesson plans. Data were manually coded and organized into 7 themes. The themes were: back to basics, reading practice, classroom environment, meeting students' needs, professional development, communication, and home environment. The data indicated that the teacher participants believed that there is a need for increased parental involvement in reading. Parental involvement and the home environment were listed as two of the most important factors in student achievement in reading. Based on the research findings, a 3-day teacher facilitated family literacy program was developed. The goal of the program is to equip parents with resources and strategies to facilitate the reading achievement of their children at home. Increased parental involvement has the potential to positively affect student achievement in reading, which can bring about positive social change for families and teachers.
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Le, Chapelain Alexis. "Market for education and student achievement." Thesis, Paris, Institut d'études politiques, 2014. http://www.theses.fr/2014IEPP0040/document.

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Cette thèse vise à discuter de la pertinence de l'introduction de mécanismes de marché au sein du système éducatif. En particulier, elle s'interroge sur la capacité de ces mécanismes à améliorer la réussite des élèves. Elle montre dans une première partie que des mécanismes de marché n’ont que peu de chance de permettre un meilleur appariement des élèves aux écoles, des mécanismes centralisés étant préférables. Elle mesure ensuite l’ampleur des effets de pair dans le système scolaire français, et montre qu’ils sont non négligeables. Elle montre ensuite que le système éducatif public français est peu capable de rémunérer ses enseignants au mérite. Enfin, elle analyse l’impact d’une ouverture à la compétition du marché scolaire sur le niveau d’effort des écoles et montre qu’une telle ouverture est susceptible de réduire le niveau d’effort des écoles en augmentant la différentiation vertical entre école, et donc leur pouvoir de marché. En conclusion, les mécanismes de marché semblent peu capables d’améliorer la réussite scolaire
This dissertation discusses the relevance of the implementation of market mechanisms in the educational system. It shows that such mechanisms are unlikely to improve the matching between schools and students, since centralized mechanisms perform better. Then, it measures peers effects in French public junior high school, and shows that they quite large. In a third part, it looks to the compensation of teachers in France, and show that it is not based on merit or performance. Last, it analyses the impact of the openness to competition of the education, and shows that it is unlikely to produce improvement. Indeed, such openness would lead to an increased vertical differentiation across, giving them more market power. As a result, market mechanisms seem unable to improve students’ achievement
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Huang, John. "The relationship between participation level in extracurricular activities and academic achievement in science subjects in Hong Kong fifth form students." Hong Kong : University of Hong Kong, 1988. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18035413.

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30

Talley, Zebedee Jr. "A Qualitative Investigation of Black Middle School Students' Experiences of the Role of Teachers in Learning and Achievement." Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/28003.

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This study involved a qualitative investigation of Black middle school students' experiences of teacher characteristics that they saw as influential in their learning and achievement. The sample consisted of 8 students selected from a public middle school in central Virginia . Data collection involved both in-depth individual interviews and classroom observations. Interviews focused on the participants' early educational experiences, middle school experiences with teachers, and experiences of the role that teachers play in learning and achievement. Classroom observations provided additional insight into the classroom setting, participants' actions, and participants' interactions with teachers and other students and were conducted to minimize their influence on classroom activities. A whole-text analysis of the interview transcripts and field notes generated 5 major categories: elementary school experiences, instructional environment, student motivation, student trust, and racism. For each category, subcategories were also developed. Participants were motivated by teacher trust, encouragement, and expectations. They emphasized the need for equity in the classroom as a prerequisite to academic achievement. They were also motivated to learn by teachers who shared instructional and personal time, spoke positively to them about their future, shared their own educational experiences, and demonstrated a caring attitude toward them. Participants described how they were not motivated to learn by teachers who were viewed as racist, yelled at them, refused to spend time assisting them, or displayed an attitude of apathy. They also expressed how they were sometimes denied bathroom privileges, were separated from White students during class, were treated as if they were "invisible," or were treated like second-class citizens. They also experienced racism as prevalent in teachers' grading practices. Significant findings include the following: (a) the Black middle school student participants' educational experiences influenced their learning and the classroom environment, (b) duration of instructional time influenced students' learning, (c) high teacher expectations of students and teacher encouragement of discussions beyond course subject matter increased students' motivation to learn, (d) development of a trusting teacher–'student relationship promoted their learning, and (e) various forms of racism decreased students' willingness to learn. Implications of the findings for educational practice and further research are discussed.
Ed. D.
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31

Hurley, Noel P. "Resource allocation and student achievement: A microlevel impact study of differential resource inputs on student achievement outcomes." Thesis, University of Ottawa (Canada), 1995. http://hdl.handle.net/10393/9724.

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This study examined the relationships between resource allocation and student achievement using a modified version of a conceptual model designed by Bulcock (1989) within a general model proposed by Guthrie (1988). Five research questions were developed from a review of literature to investigate the relationship between microlevel student input variables and student output variables--both cognitive and affective. The mediating effects of the student perceptions of the quality of school life on student achievement outcomes were also examined. Multiple regression analyses were utilized and data were analyzed at both the individual and school levels. Models were used to investigate the indirect effects of the quality of school life on student achievement outcomes. Substantively meaningful relationships were identified between linguistic resources, language usage and reading outcomes; socioeconomic level, gender, linguistic resources, language usage, and mathematics achievement; gender, student attitudes, and student well-being. All grade eight Newfoundland students (10,146) were the subjects of the study. Participants in the study completed the Canadian Test of Basic Skills (CTBS) and the Bulcock Attitudinal Inventory (BAI). Females scored higher than males on every test of the CTBS and also had more favourable attitudes towards school as measured using the BAI. Urban students outperformed rural students by the equivalent of nearly one year on the CTBS scores. A variable was constructed to test Bernstein's (1961) theory of language discontinuity. Bernstein contended that the further an individual's language code departed from the standard language code in use in that society, the greater the difficulty that person would have in learning. The language code variable was constructed using the language usage score from the CTBS to create a continuous variable. This language code variable proved to be highly explanatory in that it explained a large percentage of the variance in reading achievement outcomes and in mathematics achievement outcomes. The measure for students' perceptions toward their schooling experiences explained a large percentage of the variance of student well-being. Two other noteworthy findings in the present study arose from relationships identified between mathematics achievement and independent variables. A strong relationship was identified between mathematics achievement and socioeconomic level. In general, the higher one's socioeconomic level the greater were the outcome measures in mathematics achievement. Indirect effects analyses produced a significant relationship between gender and mathematics achievement that favoured girls. The construction of the educational production function in the present study proved to be an accurate model. The present study contributed to research in several ways. This is one of the first studies that has employed Quality of School Life indicators as developed in the BAI in an educational production function model. A second contribution was the inclusion of microlevel student linguistic resources as predictors of cognitive achievement outcomes. The third contribution of the present study was the high percentage of variance of cognitive achievement outcomes explained by the modified Bulcock model.
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32

Nugent, Tisome. "THE IMPACT OF TEACHER-STUDENT INTERACTION ON STUDENT MOTIVATION AND ACHIEVEMENT." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3770.

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The goal of this research was to determine the value and impact of student-teacher interactions in relation to student motivation and achievement. It was further intended that the results of this study would add to the body of knowledge and resources available to enhance the learning experience and influence student success. In order for this to happen, student and teacher perceptions of their interactions were analyzed, as well whether or not this interaction significantly impacted motivation and achievement. The results of this study provided strong arguments in favor of equipping teachers with the appropriate resources and assistance to appropriately meet the needs of their students beyond academic instruction. The slightly negative relationship between motivation and achievement isolated the issue at hand: finding ways to capitalize on these relationships, which will act as catalysts for student achievement The literature review and results of this study found that teacher-student relationships are crucial to student success. Pearson Correlation analysis proved positive correlations between teacher-student interaction and motivation, as well as positive teacher-student interaction and achievement. It however, illustrated a negative relationship between motivation and achievement. Suggested uses for the study included the development of workshops for educators and administrators that may have a positive effect on the proven significance of the teacher-student relationship problem. The results suggest the need for teachers to be provided with appropriate resources and assistance to meet the needs of their students beyond academic instruction. It also suggests providing students and teachers with measurable and attainable goals to create experiences with and exposure to success. Further, there needs to a balance where all students are challenged and where the students who need additional assistance are provided with the appropriate scaffolds.
Ed.D.
Department of Educational Research, Technology and Leadership
Education
Education EdD
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33

Arnold, Bethany K. "A Comparative Study of Dual Enrollment Student Achievement in Various Learning Environments and Non-Dual Enrollment Student Achievement." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2487.

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The purpose of this study was to examine whether variations in student achievement in college courses exist between high school students who took the courses as dual enrollment (DE) courses and academically comparable high school students (AIMS scholars) who took the courses upon matriculation to college. Additionally, the researcher explored whether differences exist in DE course grade for students by course environment (online, face-to-face at a high school, or face-to-face at a college.) The researcher used final course grades as determinants of student achievement. The study focused on DE student and AIMS scholar grades in English 111, Biology 101, Math 163, and History 101 courses that were taken between the 2009-2010 and 2013-2014 school years at a community college in Southwest Virginia. The population consisted of 429 AIMS scholars and 2,015 DE students. For this study 3,639 DE student grades and 706 AIMS student grades were used in calculations. The dependent variables in this study were final course grades; the independent variables were DE participation and course delivery environment. Welch’s t tests were used to examine the variations in final grades for DE and non-DE students; ANOVA procedures were used to examine variations in final course grades for DE courses based on delivery environment. The quantitative findings revealed that students who took English 111, Biology 101, Math 163, and History 101 as DE courses performed significantly better than academically comparable peers who had not taken the courses as DE. Additionally, findings indicated that students who took English 111 as a DE course on a college campus performed significantly lower than students who took English 111 as a DE course either online or face-to-face at high school. Similarly, students who took Math 163 as a DE course on a college campus performed significantly lower than students who took the DE course online or face-to-face at a high school. History 101 students who took the course online performed better than students who took the same course face-to-face at a high school. There were no significant differences in student achievement in Biology 101 based on DE course environment.
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34

Gruman, Diana H. "Individual growth curve analysis of the effects of student mobility on measures of elementary school adjustment /." Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/7715.

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35

Madike, Victor N. "Student Perceptions of Biology Teachers' Interpersonal Teaching Behaviors and Student Achievement." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/546.

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Inadequate student-teacher interactions in undergraduate courses have been linked to poor student performance. Researchers have noted that students' perceptions of student-teacher relationships may be an important factor related to student performance. The administration of a Mid-Atlantic community college prioritized increasing undergraduate biology student performance. The purpose of this quantitative study was to examine the relationship between students' biology achievement and their perceptions of interpersonal teaching behaviors and student-teacher interactions in introductory biology courses. Leary's theory on interpersonal communication and the systems communication theory of Watzlawick, Beavin, and Jackson served as the theoretical foundation. The Wubbel's Likert-scale questionnaire on student-teacher interactions was administered to 318 undergraduate biology students. Non-parametric Spearman's rank correlations revealed a significant direct correlation between students' grades and their perceptions of teachers' interpersonal teaching behaviors. The relationship between student achievement and students' perceptions of student-teacher interactions prompted the recommendation for additional study on the importance of student-teacher interactions in undergraduate programs. A recommendation for local practice included faculty development on strategies for improving student-teacher interactions. The study's implications for positive social change include increased understanding for administrators and instructors on the importance of teacher-student interactions at the community college level.
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36

Skinner, Jane Suzanne Niebrugge. "Looping versus nonlooping second grade classrooms : student achievement and student attitudes /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9924924.

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37

Zamudio, Guillermo Villalobos. "Student mobility: The relationship between student population stability and academic achievement." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/290095.

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With a representative sample of 487 elementary schools serving 3 rd grade and 490 elementary schools serving 5th grade in Arizona, this study examined the relationship between student mobility and student academic achievement. Controlling for student family background and school characteristics, multiple regression analysis revealed a statistically significant negative relationship between mobility and academic achievement for math, reading and language in 3rd and 5th grade. This negative effect was pronounced for high SES schools. For all regression analyses performed, a key finding was that much of the variation in standardized test scores for math, reading and language in both 3rd and 5th was consistently explained by mobility, ethnicity and socioeconomic status. Separate analyses were conducted for low SES, middle SES, and high SES schools. A comparison of the means reveals a stark reality. Low SES students in Arizona have higher mobility rates, are more likely to be Hispanic or other minority ethnicity, are poor, and are taught by teachers with less experience and education compared to high SES students. However, regression results show that mobility was not significantly related to academic achievement for low SES students; rather an unexpected consistent statistically significant negative effect on achievement was observed across all subject areas for 3rd and 5 th grade for high SES students.
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38

Villegas, Mario F. S. "Teacher and school effects on student achievement." Thesis, University of Warwick, 2016. http://wrap.warwick.ac.uk/81768/.

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This thesis investigates the topics related to the estimation of Teacher Effectiveness (TEs) and School Effectiveness (SEs). With regard to TEs, the focus is on the predicted teacher impact on improving academic achievement when a student from the median (or the mean) of the achievement distribution is exposed to a more e�ective teacher. Regarding SE estimates, we explore the evolution of SEs over a specific period of time. In both cases, we base our estimations on the Chilean education system, from which we have exclusive access to very rich datasets. Our main objectives are summarised as follows: (i) to consistently estimate TEs and SEs using Value Added Models (VAMs), studying the most common estimation approaches used in the literature, and the required assumptions on which they are founded; (ii) to provide the �rst TE estimates for the Chilean educational context; and (iii) to investigate the evolution of SEs, identifying what factors are associated. The thesis is organised into �ve chapters. In Chapter 2, we present a detailed review of TE estimations based on typical Value Added Models, which are derived from a general achievement function (GAF).We then discuss some estimation methodologies and the validations of the estimations found in the literature. In Chapter 3, we present the data and describe how it is organised, placing special emphasis on the selected sample cohorts and the performance measures used through the thesis. In Chapter 4, we test for evidence of non-random assignment of pupils to classrooms (or teachers) in the Chilean context, in order to examine the random assignment assumption imposed in most of the VAMs. For Chapter 5 and Chapter 6, we choose the VAM that enable us to estimate TEs and SEs simultaneously. We employ the Maximum Likelihood estimation (MLE) methodology and obtain predictions of teacher and school effects from the estimated empirical Bayes (EB) distributions. In both chapters, we discuss the assumptions required to consistently estimate our TE and SE measures using this method. We usually conduct the estimations under two VAM specifications, one with a preset value of the persistence parameter �, and another with an unrestricted value of �. The results suggest that teachers are more able to generate a larger impact on Maths than on Language scores. If a pupil from the median of the standardised examination scores distribution were exposed to 1 standard deviation (SD) more e�ective teacher, she will move up around 9 percentile positions in Language and 12 percentile positions in Maths, in terms of the pupils' ranking by subject. Regarding the SE estimates in the long run, we find that neither downward nor upward trajectories of SEs are explained by differences in observed characteristics, apart from pupil academic performance. We find evidence that trajectories of school effectiveness are associated with the proportion of High (or Low) quality teachers, based on our estimated TEs. We conclude that teachers are important in improving pupil academic performance, and that the level of teacher quality within schools is related to the stability and trajectories of school e�ectiveness in the long run.
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39

Davis, Michele. "Student achievement motivation : single or multiple goals? /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0006/MQ42367.pdf.

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40

Waring, Jennifer W. "The impact of writing on student achievement /." Electronic version (PDF), 2007. http://dl.uncw.edu/etd/2007-2/waringj/jenniferwaring.pdf.

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41

Hamilton, Jan L. "Professional learning communities impact on student achievement." Thesis, Saint Mary's College of California, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3568312.

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This study examined the impact of the Professional Learning Community model on student achievement in the state of California. Specifically, the study compared student achievement between two school types: Professional Learning Community schools and Non Professional Learning schools. The research utilized existing API scores for California schools compiled by the California Department of Education for the 2007–2008 school year. The Academic Performance Index (API) scores for 136 schools districts in the study was retrieved and examined along with the following additional data: English-language learner, special education status, ethnicity (African American, Hispanic–Latino), and socioeconomically disadvantaged students. Academic Performance Index (API) is a yearly state performance measure was downloaded for all schools partaking in this study. Elementary, middle and high schools API scores were compared along with specific subgroups: Hispanic, English Learner, African American, socioeconomically disadvantaged, and special education students. Results indicate that Hispanic and English Learner sub groups at the Elementary and Middle school level for Professional Learning Community Schools academic achievement was significant. At the high school level Hispanic and English language Learner sub groups academic achievement was significant for the Non Professional Learning Community schools.

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42

Cash, Carol S. "Building condition and student achievement and behavior." Diss., Virginia Tech, 1993. http://hdl.handle.net/10919/29200.

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This study examined the relationship between the condition of school facilities and student achievement and student behavior. The entire population of small, rural high schools in Virginia was used in this study. Building condition was determined by the Commonwealth Assessment of Physical Environment which was completed by personnel in the divisions of the forty-seven schools in the population. Student achievement was determined by the scale scores of the Test of Academic Proficiency for grade eleven during the 1991-1992 school year. Student behavior was determined by the ratio of the number of expulsions, suspensions, and violence/substance abuse incidents to the number of students in each school. All achievement scores were adjusted for socioeconomic status by using the free and reduced lunch numbers for each school. These variables were investigated using analysis of covariance, correlations, and regression analysis. This study found the student achievement scores were higher in schools with better building conditions. Student discipline incidents were also higher in schools with better building condition. Science achievement scores were better in buildings with better science laboratory conditions. Cosmetic building condition appeared to impact student achievement and student behavior more than structural building condition. Finally, varying climate control, locker, and graffiti conditions were factors which were positively related to student achievement scale scores.
Ed. D.
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43

Cash, Carol Scott. "Building condition and student achievement and behavior /." This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-10052007-143026/.

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44

Mains, Meagan R. "Does a block schedule improve student achievement? /." Abstract, 2008. http://eprints.ccsu.edu/archive/00000545/01/1990Abstr.htm.

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Thesis (M.S.) -- Central Connecticut State University, 2008.
Thesis advisor: Robin S. Kalder. "... in partial fulfillment of the requirements for the degree of Master of Science in Mathematics for Certified Secondary Teachers." Includes bibliographical references (leaf 24). Abstract available via the World Wide Web.
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45

Hines, Eric Wayne. "Building condition and student achievement and behavior." Diss., This resource online, 1996. http://scholar.lib.vt.edu/theses/available/etd-06062008-154857/.

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46

Pamperien, Kelvin C. "Student academic achievement in middle level schools /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841357.

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47

Phelps, Sandra Davis. "Sustaining successful student achievement under changing leadership /." Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p3004198.

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48

Baize, Sheila J. "Student-athletes, academic achievement and self-esteem." Diss., The University of Arizona, 1990. http://hdl.handle.net/10150/185044.

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The purpose of this study was to examine the relationship between high school interscholastic athletic team participation and self-esteem when considering three indexes of academic achievement. A self-report student survey was designed to elicit demographic and academic achievement information, including gender, ethnicity, grade point average, number of missed school days, and number of behavioral referrals during the last school year. Additionally, the Rosenberg (1965) Self-Esteem Scale and the Savin-Williams and Demo (1983) Self-Esteem Inventory were incorporated to measure levels of self-esteem. The sample included 477 seniors from two comprehensive high schools in southwest Arizona, evenly split across gender and athletic status (participant and non-participant). Analyses of the data indicated that both the Rosenberg and Savin-Williams self-esteem measures yielded similar results in that males scored significantly higher than females on the self-esteem measures, and that students participating in high school interscholastic athletics scored significantly higher than did non-participating students. In examining the data when considering the indexes of academic achievement, females, on average, have higher GPA's than males, and high school athletes have significantly higher GPA's than their non-participating peers. Results also reported that males miss fewer school days than females, and athletic participants miss significantly fewer school days than non-participants. Additionally, on average, males receive more behavioral referrals than females, and again, athletic participants scored significantly better than non-participants as they also receive fewer behavioral referrals. In knowing that self-esteem differences exist, additional analyses focused upon the indexes of academic achievement while controlling for these known self-esteem differences. Results indicated that when factoring out the self-esteem differences the same results were maintained. Students participating in high school athletics have higher self-esteem scores, maintain higher grade point average, miss fewer school days, and receive fewer behavioral referrals.
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49

Gardenhour, Allison L. "Student Achievement in Response to Intervention Groups." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3009.

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The purpose of this study was to identify components of Response to Intervention (RTI) groups associated with increased student growth on progress monitoring tests. The relationship between student growth scores and fidelity of implementation scores, types of groups, types of interventionists, group setting, group time, and various demographic groups were examined. Seven hundred fifteen students enrolled in reading and math groups in an RTI program at 8 schools in an Upper East Tennessee school system participated in this study. Ten research questions and null hypotheses were analyzed using Pearson correlations, independent t tests, and one-way Analyses of Variance. Results indicated significant gains for RTI students in every type of reading and math intervention group and every demographic population. These results contradicted current nationwide studies on RTI in which students made limited gains in intervention.
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Neal, Jo Ann. "Examination of Resource Allocation and Student Achievement." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1910.

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Despite the raise in per-pupil expenditures, the achievement gap between economically advantaged and disadvantaged students continues to increase. Education proponents are scrambling to understand the complexities of local school funding. The No Child Left behind deadline stipulated that all students must be proficient in language arts and mathematics by 2014. The constructivist theory served as the conceptual framework for the study. Performance data were obtained from the State of New Jersey Department of Education and the United States Department of Education. This quantitative study determined whether a significant relationship exists between the allocation of fiscal resources and students' test scores. Improvement District Survey data were obtained from the New Jersey school district. District test results for Grades 6, 7, and 8 in language arts and mathematics from the 2011-2012 school year were used. Multiple linear regression analysis revealed no significant relationship between the allocation of fiscal resources and student achievement other than a significant relationship (25%) between mathematics achievement and educational media services/school library. The Improvement District Survey results revealed that the New Jersey district is capable of aligning their improvement efforts with the barriers and challenges of teachers. These findings have implications for positive social change for education officials by informing their allocation of fiscal resources. This informed approach will support increased student achievement and will add to the current research of allocation patterns and student performance.
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