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Добірка наукової літератури з теми "Educational and school achievement"

Автор: Grafiati

Опубліковано: 21 вересня 2024

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Статті в журналах з теми "Educational and school achievement"

Ybnu Taufan, Muhammad. "Professional Development of Teachers, Competencies, Educational Facilities and Infrastructure on Teacher Performance and Learning Achievement of High School Students in Makassar City." Golden Ratio of Social Science and Education 2, no. 1 (March 3, 2022): 24–38. http://dx.doi.org/10.52970/grsse.v2i1.168.

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This study aims to analyze teacher professional development, competence, educational facilities, and infrastructure that affect teacher performance and high school student learning achievement. The population in this study was all teachers from five public high schools and five private high schools, with 183 teachers as samples. The analytical model used in this study is a structural equation model (SEM) using the AMOS program. The results showed that teacher professional development has no significant effect on the performance. Competence, educational facilities, infrastructure, and teacher professional development, have a positive and significant effect on teachers' performance. Competence has no significant impact on the performance of teachers. Educational facilities and infrastructure have a positive and significant effect on student learning achievement. Teacher performance has a positive and significant effect on students' learning achievement. Teacher professional development has a positive and significant effect on the learning achievements of high school students through teacher performance. Competence has a positive and significant effect on the learning achievement of high school students through teacher performance. Educational facilities and infrastructure have a positive and significant effect on the learning achievements of high school students through teacher performance.

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McMillen, Bradley J. "School Size, Achievement, and Achievement Gaps." education policy analysis archives 12 (October 22, 2004): 58. http://dx.doi.org/10.14507/epaa.v12n58.2004.

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In order to examine the relationship between school size and achievement, a study was conducted using longitudinal achievement data from North Carolina for three separate cohorts of public school students (one elementary, one middle and one high school). Results revealed several interactions between size and student characteristics, all of which indicated that the achievement gaps typically existing between certain subgroups (i.e., more versus less-advantaged, lower versus higher-achieving) were larger in larger schools. Results varied across the grade level cohorts and across subjects, but in general effects were more common in mathematics than in reading, and were more pronounced at the high school level. Study results are discussed in the context of educational equity and cost-effectiveness.

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Ready, Douglas D., Valerie E. Lee, and Kevin G. Welner. "Educational Equity and School Structure: School Size, Overcrowding, and Schools-Within-Schools." Teachers College Record: The Voice of Scholarship in Education 106, no. 10 (October 2004): 1989–2014. http://dx.doi.org/10.1177/016146810410601005.

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Consistent with the Williams v. California suit, our focus in this article is on educational equity, particularly the interface between equity and school organization. We concentrate on two structural issues, school size and school overcrowding, and one specific school structure, schools-within-schools. We organize the article as an interpretive summary of existing studies of these topics, concentrating on how these structural issues relate to social stratification in student outcomes, particularly academic achievement. Our evidence is drawn from both national studies and, when available and appropriate, from research that discusses the effects of school structure in California. We use this evidence to define which size high schools are best for all students (600–900 students), which responses to school overcrowding are appropriate (building more schools rather than adding portable classrooms or multitrack year-round schooling), and how creating smaller learning communities in high schools can work well for everyone by reducing the potential for internal stratification. California policies, however, have not promoted these responses. In many cases they have actually exacerbated inequality in educational outcomes and assisted the transformation of the social differences students bring to school into academic differences. We advocate reforms that are associated with high achievement and achievement that is equitably distributed by race, ethnicity, class, or family origin. Reforms that raise achievement of children at the lower end of the distribution without damaging those at the top are ones toward which we believe our nation should strive. By offering empirical evidence of practices that lead toward this important goal, we hope to inform the important debates surrounding the Williams case.

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Berkowitz, Ruth, Hagit Glickman, Rami Benbenishty, Elisheva Ben-Artzi, Tal Raz, Nurit Lipshtat, and Ron Avi Astor. "Compensating, Mediating, and Moderating Effects of School Climate on Academic Achievement Gaps in Israel." Teachers College Record: The Voice of Scholarship in Education 117, no. 7 (July 2015): 1–34. http://dx.doi.org/10.1177/016146811511700703.

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Background It is widely agreed among educational researchers and practitioners that schools with positive climates can effectively mitigate the influence of students’ and schools’ socioeconomic status (SES) on academic achievement. Nevertheless, the exact mechanisms by which this occurs are unclear. Objective This study aimed to fill that gap, examining student perceptions of school climate, student academic achievement, and student and school SES in Israel to develop a reliable and comprehensive assessment of the role of school climate in the relationship between student and school SES and achievement. Specifically, the study tested whether school climate has an additive contribution to academics beyond students’ and schools’ SES (compensation model), whether the school's SES influences its social climate, which in turn influences academic achievement (mediation model); or whether the relationship between SES and academics changes across schools with different climates (moderation model). Research Design Secondary analysis of a large-scale, nationally representative sample of fifth- and eighth-grade Hebrew-speaking students in public schools in Israel (N = 53,946). Data Analysis Hierarchical linear modeling (HLM) was used to examine models with variables both on the student and the school levels. Linear regressions were used to examine student level and school level only models. Results School climate had an additive compensation contribution to academic achievements, both on the student and the school levels. School climate moderated the relationship between students’ SES and academic achievements. However, findings did not support the hypothesis that school climate mediated the relationship between SES background and academic achievement, both at the student and school levels. Conclusions School climate plays an important role in accounting for achievements, beyond students’ and schools’ SES. Results highlight the need to improve school climate, especially in schools serving communities of low SES, to enhance social mobility and equality of opportunity.

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Oh, Min Ah, and Seung-Joo Na. "Does Academic Achievement in Middle School Influence Career Maturity in High School? A Comparison based on School Types." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 12 (June 30, 2023): 487–99. http://dx.doi.org/10.22251/jlcci.2023.23.12.487.

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Objectives This study analyzed how academic achievement in second year of middle school had an effect on career maturity in first year of high school mediated by self-efficacy and academic internal motivation for learning in third year of middle school according to the type of school, innovative schools and general schools. Methods Data from the 5th (2016)-7th (2018) years among the panel data of the 4th graders of the Gyeonggi Education Panel Study were used and a mediation model analysis was performed. SPSS MACRO mediation model analysis was performed by inputting academic achievement variables in the 5th year, self-efficacy in the 6th year, internal motivation variables for learning, and career maturity variables in the 7th year. Gender, household income, family type, parental attachment, and educational aspirations were input as control variables. Results The main analysis results are as follows. First, academic achievement had positive effect on career self-understanding mediated by internal motivation in innovative school and self-efficacy in general school. Second, academic achievement had a positive effect on career planning mediated by internal motivation and self-efficacy in both innovative and general school. The mediating effect of internal motivation was larger in innovative schools than in general schools. Conclusions Based on this, the educational effectiveness of innovative schools was discussed. In particular, the fact that the learning experience at an innovative school leads to career maturity through the intrinsic motivation of learning showed us that the innovative school policy can be a new educational alternative in an educational climate that values only academic achievement.

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Autor, David, David Figlio, Krzysztof Karbownik, Jeffrey Roth, and Melanie Wasserman. "School Quality and the Gender Gap in Educational Achievement." American Economic Review 106, no. 5 (May 1, 2016): 289–95. http://dx.doi.org/10.1257/aer.p20161074.

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Recent evidence indicates that boys and girls are differently affected by the quantity and quality of family inputs received in childhood. We assess whether this is also true for schooling inputs. Using matched Florida birth and school administrative records, we estimate the causal effect of school quality on the gender gap in educational outcomes by contrasting opposite-sex siblings who attend the same sets of schools--thereby purging family heterogeneity--and leveraging within-family variation in school quality arising from family moves. Investigating middle school test scores, absences and suspensions, we find that boys benefit more than girls from cumulative exposure to higher quality schools.

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Nonte, Sonja, Aidan Clerkin, and Rachel Perkins. "An Examination of Science Achievement and School Compositional Effects in Ireland Using TIMSS Data." European Journal of Educational Research 11, no. 4 (October 15, 2022): 2523–36. http://dx.doi.org/10.12973/eu-jer.11.4.2523.

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<p style="text-align: justify;">Recent educational policy initiatives in Ireland have focused on improving outcomes in reading and mathematics among students, particularly those experiencing educational disadvantage. However, science achievement in Irish primary schools has received much less research attention, especially in the context of educational disadvantage. This article examines science achievement and its relationship to school compositional effects in primary schools at the national level, including school-average indicators of the school context, as well as examining factors associated with science achievement in three distinct categories of schools (those with high, moderate, or minor levels of educational disadvantage). The data are drawn from the Fourth grade Trends in International Mathematics and Science Study (TIMSS) 2015 database for Ireland. Multilevel analyses were implemented in a stepwise manner. Findings suggest the relevance of school contexts with regard to science achievement. Before including school-level contextual variables, students from ‘minor disadvantaged’ schools achieved significantly higher science scores than students from schools with ‘moderate’ or ‘high’ levels of disadvantaged. However, this difference disappears after controlling for predictors at the school level. The findings highlight the importance of the home environment, including early numeracy activities and skills before children start school. Results are discussed with regard to educational policy and educational practice in Ireland.</p>

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Cobb-Clark, Deborah A., Mathias Sinning, and Steven Stillman. "Migrant Youths’ Educational Achievement." ANNALS of the American Academy of Political and Social Science 643, no. 1 (July 12, 2012): 18–45. http://dx.doi.org/10.1177/0002716212440786.

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The authors use 2009 Programme for International Student Assessment (PISA) data to link institutional arrangements in OECD countries’ to disparities in reading, math, and science test scores for migrant and native-born students. The authors find that achievement gaps are larger for migrant youths who arrive at older ages and for those who do not speak the language of the PISA test at home. Institutional arrangements often serve to mitigate the achievement gaps of some migrant students while leaving unaffected or exacerbating those of others. For example, earlier school starting ages help migrant youths in some cases but by no means in all. Limited tracking of students by ability appears to be beneficial for migrants’ relative achievement, while complete tracking and the presence of a large private school sector appear to be detrimental. Migrant students’ achievement, relative to their native-born peers, suffers as educational spending and teachers’ salaries increase, but it improves when teacher evaluation includes an examination component.

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Bautista, Gabriel, Caitlin Mello, Jennifer Song, and Richard Unite. "Law Enforcement and Restorative Circles: Impacts on Educational Achievement." Columbia Social Work Review 20, no. 1 (May 16, 2022): 13–32. http://dx.doi.org/10.52214/cswr.v20i1.9640.

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Connections have been observed between police involvement in school discipline and the utilization of suspensions as punishment. While proponents of school surveillance believe that police are necessary to provide safety in schools, education advocates question students’ perception of safety and its effects on educational outcomes. This article examines the relationship between police officer presence and certain educational outcomes, including student attendance, access to higher education, standardized test scores, and suspension rates. Also included in this analysis is an exploration of the relationships between these variables and classroom restorative circles used to manage conflict and find alternative solutions to safety. Does police presence have a significant impact upon attendance, access to higher education, standardized test scores, and suspension rates for students? Does the use of restorative circles at school, an alternative to traditional student discipline, have a significant impact upon attendance, access to higher education, standardized test scores, and suspension rates for students? To address these inquiries, an Ordinary Least Squares (OLS) regression analysis is used on both predictors with the School Survey on Crime and Safety collected by the U.S. Department of Education (DOE). Results demonstrate a statistically significant relationship between police officer presence and suspensions. Restorative circle use in schools has a significant impact upon decreased school suspensions and increased standardized test scores. To conclude the paper, real-world implications on school policy development are discussed. Keywords: police in schools, suspension rates, educational outcomes, restorative justice circles, standardized test scores

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Senler, Burcu, and Semra Sungur. "Parental Influences on Students' Self-Concept, Task Value Beliefs, and Achievement in Science." Spanish journal of psychology 12, no. 1 (May 2009): 106–17. http://dx.doi.org/10.1017/s1138741600001529.

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The aim of this study was twofold: firstly, to investigate the grade level (elementary and middle school) and gender effect on students' motivation in science (perceived academic science self-concept and task value) and perceived family involvement, and secondly to examine the relationship among family environment variables (fathers' educational level, mothers' educational level, and perceived family involvement), motivation, gender and science achievement in elementary and middle schools. Multivariate Analysis of Variance (MANOVA) showed that elementary school students have more positive science self-concept and task value beliefs compared to middle school students. Moreover, elementary school students appeared to perceive more family involvement in their schooling. Path analyses also suggested that family involvement was directly linked to elementary school students' task value and achievement. Also, in elementary school level, significant relationships were found among father educational level, science self-concept, task value and science achievement. On the other hand, in middle school level, family involvement, father educational level, and mother educational level were positively related to students' task value which is directly linked to students' science achievement. Moreover, mother educational level contributed to science achievement through its effect on self-concept.

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Дисертації з теми "Educational and school achievement"

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

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

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

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

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

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

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

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

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

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Gonzalez, Lara. "Achievement Gap-Closing School Superintendents| Challenges Faced, Strategies Used, and Collaboration with School Boards." Thesis, Hofstra University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13814846.

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

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

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

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

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

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Книги з теми "Educational and school achievement"

Griffin, Patrick E. Monitoring school achievements. Geelong, Vic: Deakin University : distributed by Deakin University Press, 1991.

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Training, Gujarat Council of Educational Research and. Baseline information on students' achievement: An appraisal of students' achievement. Gandhinagar: Gujarat Council of Educational Research and Training, 2004.

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Nash, Roy. Explaining inequalities in school achievement: A realist analysis. Burlington, VT: Ashgate Pub. Co., 2010.

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Corporation, Psychological, ed. Stanford early school achievement test. 3rd ed. [San Antonio, Tex.]: Psychological Corp., Harcourt Brace Jovanovich, 1989.

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Canada. Statistics Canada. 1991 Census. Educational attainment and school attendance: the nation. Ottawa: Statistics Canada, 1991.

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Kremer, Michael. School meals, educational achievement, and school competition: Evidence from a randomized evaluation. [Washington, D.C: World Bank, 2005.

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Group, Pulliam, ed. Structuring your school for success: How schools in California can close the achievement gap. Lake Arrowhead, CA: Pulliam Group, 2000.

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Behrman, Jere R. Children's health and achievement in school. Washington, D.C: World Bank, 1994.

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United States. Dept. of Education, ed. Raising the educational achievement of secondary school students: Summary. [Washington, DC]: U.S. Dept. of Education, 1995.

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Gili, Drori, Ross Michael, and National Center for Education Statistics., eds. School-level correlates of academic achievement: Student assessment scores in SASS public schools. Washington, DC: U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, [2000]., 2000.

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Частини книг з теми "Educational and school achievement"

Cooley, William W., and William E. Bickel. "Elementary School Achievement Study." In Decision-Oriented Educational Research, 155–62. Dordrecht: Springer Netherlands, 1986. http://dx.doi.org/10.1007/978-94-009-4227-1_11.

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Lynn, Richard. "The Japanese School System." In Educational Achievement in Japan, 18–51. London: Palgrave Macmillan UK, 1988. http://dx.doi.org/10.1007/978-1-349-19075-1_3.

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Fini, Roberto. "School Achievement in Italy." In International Studies in Educational Inequality, Theory and Policy, 490–508. Dordrecht: Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-1-4020-5916-2_20.

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Lynn, Richard. "The Intrinsic Motivation of Japanese School Children." In Educational Achievement in Japan, 80–93. London: Palgrave Macmillan UK, 1988. http://dx.doi.org/10.1007/978-1-349-19075-1_6.

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Jones, Lyle V. "School Achievement Trends for Black Students." In Policy Perspectives on Educational Testing, 19–73. Dordrecht: Springer Netherlands, 1993. http://dx.doi.org/10.1007/978-94-011-2226-9_2.

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Verma, Gajendra K., and Brandon Ashworth. "Educational Achievement and Ethnicity." In Ethnicity and Educational Achievement in British Schools, 23–42. London: Palgrave Macmillan UK, 1986. http://dx.doi.org/10.1007/978-1-349-18192-6_3.

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Chaman, Mini J., Kim Beswick, and Rosemary Callingham. "Factors Influencing Mathematics Achievement among Secondary School Students." In The Future of Educational Research, 227–38. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-512-0_19.

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Clark, John. "Educational Administration and the Inequality of School Achievement." In Encyclopedia of Educational Philosophy and Theory, 1–6. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-532-7_289-1.

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Clark, John. "Educational Administration and the Inequality of School Achievement." In Encyclopedia of Educational Philosophy and Theory, 643–48. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-588-4_289.

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Lynn, Richard. "The Contribution of Teachers and Schools to Educational Achievement." In Educational Achievement in Japan, 94–120. London: Palgrave Macmillan UK, 1988. http://dx.doi.org/10.1007/978-1-349-19075-1_7.

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Тези доповідей конференцій з теми "Educational and school achievement"

Kumar, Deepak, Brijesh Bakaria, and Chaman Verma. "IMPACT OF MOTHER'S EDUCATION ON ACADEMIC ACHIEVEMENT OF SCHOOL STUDENT." In eLSE 2021. ADL Romania, 2021. http://dx.doi.org/10.12753/2066-026x-21-135.

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Nowadays, parental' education background plays a vital role in school students' academic performance. Mother's attention towards students' curriculum completion is obvious but, her educational background does more favor in getting the highest marks. To explore the impact of mother academic background on the students' academic performance is a challenging task. A statistical inferential study was done to identify the significant effect of mothers' education (medu - none, primary, 5th -9th, secondary, higher) on Portuguese secondary school students' academic performance (G3-final grade). The dataset was collected from two public schools of Portugal. The target dataset consists of 649 instances with 33 features was used for the study. Among 33 features, 28 are nominal type and 5 are scale type. The authors considered the final grade as the dependent variable and medu as the independent variable, The samples were found to lack normality w.r.t medu (p < 0.05) but confirmed homogeneity in variance (p > 0.05), therefore The datasets experiment with two non-parametric statistical methods were used. Among them, Kruskal-Walis one-way ANOVA test was used to find the significant difference between mother education literacy groups and pairwise comparison as posthoc test done with Mann-Whitney test using the SPSS 19 tool. There were significant differences found in final grade towards medu groups with (4) =57.21, p < 0.05. Higher education study groups have a high impact (Md=906.50) on the final grade compared to other groups using posthoc test. The findings of the study shall be fruitful for Educational stakeholders (students, teachers, parents and school management).

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Aigul, M. Uteshkalieva, and A. Madeniyetova Zulfiya. "Intra-school control - as part of the management system of an educational institution." In Challenges of Science. Institute of Metallurgy and Ore Beneficiation, 2023. http://dx.doi.org/10.31643/2023.14.

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This article provides an explanation of intra-school control as part of the management system of an educational institution. The pedagogical activity of any school is characterized by comprehension of the accumulated work experience, the search for new ideas, the achievement of a high level of pedagogical excellence in the organization of educational activities, the emergence and dissemination in the pedagogical, parental, and managerial environment. and a new understanding of the values of education, when education becomes a priority in the lives of the younger generation. And in every school, one of the real levers for such development is the apparatus of intra-school control. In-school observation should be motivated and stimulating, based on knowledge of the capabilities and interests of all participants in the educational process. On the one hand, its result is a qualitative improvement in relations within a certain group and between them, on the other hand, it contributes to the degree of professional growth and achievements of teachers and students.

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Veresova, Marcela, and Dana Mala. "Attitude toward School and Learning and Academic Achievement of Adolescents." In ICEEPSY 2016 International Conference on Education and Educational Conference. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.11.90.

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Kralj, Marc, Rachel Felgate, Shani Sniedze-Gregory, Caithlin Power, Grant Barclay, and Darren Leech. "Using PAT data to inform teaching and learning." In Research Conference 2022: Reimagining assessment. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-685-7-9.

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ACER works with thousands of Australian schools to set up Progressive Achievement Test (PAT) functionality, assign and administer tests, and to assist teachers to understand and interrogate the resulting test data and act upon findings. This session provides participants with an opportunity to hear about a school’s journey, and discuss this with the ACER team and our PAT school guest. ACER researchers have evaluated and documented assessment implementation and professional development opportunities, observing this school’s ability to track student and educator progress over time, which is a critical element in ACER’s Progressive Achievement approach. ACER’s educational consultants will demonstrate how PAT data ‘champions’ support staff across a primary and secondary school. Finally, we address and discuss the question many schools ask when using their data – ‘What does a year’s growth look like?’

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Rauscher, Emily. "School Funding and State-Level Racial Inequality of Educational Achievement." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1431194.

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Graham, Marien Alet. "RELATIONSHIP BETWEEN SCHOOL CLIMATE AND SOUTH AFRICAN GRADE 9 LEARNER ACHIEVEMENT IN MATHEMATICS AND SCIENCE." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v2end042.

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"School climate has become a staple of organisational-educational research and is considered here in relation to learner academic achievement. In South Africa, poor learner achievement in mathematics and science has occupied the centre stage with the release of the Trends in International Mathematics and Science Studies (TIMSS) 2019 results. At Grade 9 level, 39 countries participated, and South Africa was very last and second from the last in science and mathematics achievement, respectively. We used a quantitative design with a positivist philosophical stance. Maslow’s hierarchy of needs was used as theoretical framework, as learners attending a school with a negative climate cannot devote their full attention to learning. We analysed cross-sectional TIMSS 2019 South African data by considering two models: one with the dependent variable being mathematics achievement and the other with it being science achievement. For both models, gender and socio-economic status were included as control variables, the sense of belonging scale was included as a predictor at learner-level, and nine predictors relating to school climate were considered at school-level. The multi-level analysis using HLM software showed that learners with a high sense of belonging, schools with sufficient instructional materials, and technologically competent staff are significant predictors of both mathematics and science achievement. We recommend that South African schools with insufficient instructional materials be prioritised for receiving the necessary material and that all South African teachers be trained in the use of technologies, as these are significant predictors of learner achievement. This will, in turn, enhance learners’ sense of belonging, which is also a significant predictor. Another recommendation is that stakeholders invest in school climate surveys and other interventions supporting a healthy school environment, as many researchers, including this study, have shown that a healthy school climate is a significant predictor of learner achievement. Additional research is encouraged to establish the nature of the impact that a healthy school climate has on learner achievement through longitudinal studies where causation can be proven."

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Kamal Jalal,, Maysoon. "The aim of the research is to build an educational program based on the." In VIII. International Congress of Humanities and Educational Research. Rimar Academy, 2023. http://dx.doi.org/10.47832/ijhercongress8-9.

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The aim of the research is to build an educational program based on the 4h strategy in the achievement of second grade secondary school students in mathematics, and the research sample consisted of 63 female students from the second grade of Al-Azhari secondary school. Female students’ achievement, and through mathematical achievement, the student can build previous experiences, which are considered one of the important foundations for developing thinking skills.

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Geske, Andrejs, Rita Kiseļova, and Olga Pole. "School Socioeconomic Segregation in Baltic Sea Countries." In 81th International Scientific Conference of the University of Latvia. University of Latvia Press, 2023. http://dx.doi.org/10.22364/htqe.2023.14.

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School socioeconomic segregation has an impact on students’ academic performance and affects equity in education. This study aims to evaluate socioeconomic segregation in schools and its changes in the previous decades, using data obtained from international large-scale assessments (ILSA). In this study, data from eight European Union (EU) countries bordering the Baltic Sea (i.e. Latvia, Estonia, Lithuania, Denmark, Sweden, Finland, Poland and Germany) were analysed. Data from two International Association for the Evaluation of Educational Achievement (IEA) studies, i.e. Trends in International Mathematics and Science Study (TIMSS) 2015 & 2019 (Grade 4), and International Civic and Citizenship Education Study (ICCS) 2009 & 2016 (Grade 8), and data obtained from 7 cycles (2000 to 2018) of Organization for Economic Co-operation and Development (OECD) Programme for International Student Assessment (PISA) were used for the analysis. School segregation was assessed by calculating Dissimilarity Index. In each country, students in the highest 10% of socioeconomic status (SES) of their families and in the lowest 10% of SES of their families were examined. These two groups accordingly had the highest and the lowest achievements in students’ tests in each country. The obtained results show that the highest school segregation can be observed in Germany, Lithuania, Poland, but the lowest – in Finland and Sweden. The authors conclude that there is no significant decrease in segregation in the previous two decades, which would promote equal education opportunities. OECD PISA 2018 results show that in Estonia, Latvia, Lithuania and Poland highest segregation for low SES group is in large cities, but for the high SES group – in rural areas. The causes of school segregation might be explained as – (1) high SES students reluctance to (or parents preference not to) attend small schools, (2) exclusion (e.g. through entrance exams) of low SES students from schools in large cities.

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Tahtamouni, Suha Fayed, Shinda Mohammad, Lina Said Zukari, Momena Khader Tayeh, and Hissa Sadiq. "The effect of teaching science and mathematics in Arabic on the level of students' performance in Qatari schools." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0269.

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The interest in education is the cornerstone of the civilized growth of the State of Qatar, because of its great impact on preparing the human resources that the nation needs for its progress in various fields, in order to achieve the Qatar National Vision 2030. In 2003, the State of Qatar launched an ambitious initiative to develop public education known as “Education for a New Era”. A bilingual system that started with teaching Math and Science subjects, so that both Arabic and English are used in the educational process, followed by a decision to teach the two subjects in Arabic in all government schools. Therefore, this research aims to focus on the performance in government schools in the country, which shows the rates of student achievement in specific educational stages and in specific subjects, where the improvement of achievement in government school students in basic subjects (Arabic, English, Mathematics and Science) in the three educational stages, is considered to be one of the objectives of the Ministry of Education and Higher Education to realize the Qatar National Vision 2030, and accordingly the Ministry of Education and Higher Education sets and develops many strategies, procedures and decisions with the aim of achieving this goal.

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Lyons, TrVel, Mabel Hernandez, Sy Doan, Shafiqa Ahmadi, and Darnell Cole. "Black Student Achievement Plan Evaluation and Assessment." In Ninth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2023. http://dx.doi.org/10.4995/head23.2023.16385.

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The study analyzes focus groups and individual interviews with 179 adult participants and 116 student participants during the 2022-23 academic year. Adult participants included principals, administrative coordinators of instruction, teachers, staff members and parents of students within a large school district in California. All of these adults and students were active benefactors and staff members of a Black Student Achievement Plan (BSAP), an initiative created to foster educational equity for schools with over 200 Black students or a document history of academic underperformance for Black students. We examine the implementation of the Black student achievement plan i.e., the adoption of culturally sustaining curricula and instruction, the allocations of funds to hire necessary staff, funding of culturally enriching activity and experiences, etc. The findings suggest that BSAP hires are serving as invaluable support systems for many students and often serve as respite for students in an otherwise racial hostile educational environment. Findings suggest that BSAP is a crucial part in increasing students college readiness and provides students with supports and educational experience e.g. field trips, that increase their likelihood for attending college. This research informs districts and college readiness programs about the necessary supports to provide to Black and historically underrepresented students.

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Звіти організацій з теми "Educational and school achievement"

Autor, David, David Figlio, Krzysztof Karbownik, Jeffrey Roth, and Melanie Wasserman. School Quality and the Gender Gap in Educational Achievement. Cambridge, MA: National Bureau of Economic Research, January 2016. http://dx.doi.org/10.3386/w21908.

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Jaureguiberry, Florencia, Elena Arias Ortiz, and Iván Bornacelly. CIMA Brief #4: Have academic achievement gaps closed? Inter-American Development Bank, March 2018. http://dx.doi.org/10.18235/0006054.

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The expansion of access to education in the region has been accompanied by greater inclusion: more poor students and those in rural areas are attending school at all levels. In pre-primary and secondary, the educational gap between rich and poor students remains large.

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Pitsia, Vasiliki, Sarah McAteer, Grainne McHugh, and Emer Delaney. PIRLS 2021: Exploring the contexts for reading of primary school pupils in Ireland. Educational Research Centre, October 2024. http://dx.doi.org/10.70092/1691824.1024.

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This report presents a detailed examination of reading literacy among primary school pupils in Ireland, focusing on the relationships of a wide range of contextual factors with pupils’ reading achievement. Drawing on data from the 2021 cycle of the Progress in International Reading Literacy Study (PIRLS), it delves into the demographic backgrounds and home environments of pupils, as well as their wellbeing, reading behaviours and attitudes, and digital attitudes. The report also explores the characteristics of teachers, their instructional approaches, the challenges they encounter in reading instruction, including challenges related to remote teaching and learning during the COVID-19 pandemic, and the composition, resources, and climate of schools. Key trends and international comparisons are presented, offering a global perspective on Ireland’s educational standing.The findings are interpreted in light of national education policies and initiatives, particularly the National Strategy to Improve Literacy and Numeracy (2011-2020), and consider the profound impact of the COVID-19 pandemic on education. By identifying critical factors associated with reading achievement, the report provides essential insights into future policy directions and educational practices necessary to support and enhance literacy development in Ireland. It emphasises the importance of addressing inequalities in achievement, ensuring equitable access to educational resources, and adapting to the evolving needs of pupils in a post-pandemic educational environment.

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Näslund-Hadley, Emma, Haydée Alonzo, Neulin Villanueva, Ricardo Gideon, and Yvonne Flowers. The Effects of the COVID-19 Pandemic on Education Outcomes in Belize. Inter-American Development Bank, April 2023. http://dx.doi.org/10.18235/0004836.

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The COVID-19 pandemic brought school systems to a halt across the globe. In Belize, remote learning was challenging owing to limited access to educational technologies and lack of familiarity with remote learning among teachers. This study draws on national standardized exams and specific achievement testing to assess pandemic-related learning losses at the primary education level. Based on administrative data, the study also analyzes changes in student enrollment, dropout rates, and grade repetition at the primary and secondary levels. We find that school closures resulted in significant learning losses in English language and mathematics at the end of primary education. Matching international trends, the largest losses occurred in mathematics. Among the strands of mathematics content, the one showing the most dramatic loss is number sense in primary schools and geometry in secondary schools; the achievement level in both dropped by around 55 percent. Also, in line with international trends, average student repetition and dropout rates surged at the secondary level after prolonged school closures. The largest increase in dropout and repetition levels were found in urban secondary schools: the average dropout rate increased by 51 percent in the 2020/21 school year, compared with the average rate in the year prior to the start of the pandemic, while the repetition rate increased from 6.7 percent in the 2019/20 school year to 11.6 percent in the 2021/22 school year.

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Ponce, Juan, Mercedes Onofa, and Paul E. Carrillo. Information Technology and Student Achievement: Evidence from a Randomized Experiment in Ecuador. Inter-American Development Bank, December 2010. http://dx.doi.org/10.18235/0011199.

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This paper studies the effects of information and communication technologies (ICT) in the school environment on educational achievement. To quantify these effects, the impact is evaluated of a project run by the municipality of Guayaquil, Ecuador, which provides computer-aided instruction in mathematics and language to students in primary schools. Using an experimental design, it is found that the program had a positive impact on mathematics test scores (about 0. 30 of a standard deviation) and a negative but statistically insignificant effect on language test scores. The impact is heterogeneous and is much larger for those students at the top of the achievement distribution.

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Posso, Christian, Estefanía Saravia, and Pablo Uribe. Acing the Test: Educational Effects of the SaberEs Test Preparation Program in Colombia. Banco de la República, June 2023. http://dx.doi.org/10.32468/be.1237.

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Education in Colombia and Latin America is characterized by significant gaps in the quality of education as measured by standardized test scores. This paper assesses the impact of a Colombian program called SaberEs, which strengthens preparation for standardized cognitive tests such as the high school exit exam in Colombia (Saber 11 ) for low socioeconomic status students. The program provides competency-based training sessions to develop skills for analyzing and solving specific types of questions within school hours. Our difference-in-differences estimates show that SaberEs increased Saber 11 scores by 2.22 ranks (or 0.074 standard deviations), which implies that the socioeconomic achievement gap was reduced by 23% regarding the control schools. Also, students affected by the program experienced a significant increase in access to tertiary education and merit-based scholarships in Colombia.

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Margo, Robert. Education Achievement in Segregated School Systems: The Effects of "Separate-But-Equal". Cambridge, MA: National Bureau of Economic Research, May 1985. http://dx.doi.org/10.3386/w1620.

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Moreno, Martín, Jesús Duarte, María Soledad Bos, and Alejandro Morduchowicz. Educational Equity in Chile: Trends 1999-2011. Inter-American Development Bank, May 2013. http://dx.doi.org/10.18235/0010545.

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For over thirty years, Chile has been implementing reforms and policies aimed at improving educational efficiency, quality and equity. The latter has been of particular interest over the last decade. The quality and quantity of data available in Chile allows us to explore the evolution of learning gaps among students according to their socioeconomic background over increasingly longer periods of time. The findings of this study indicate positive changes in the distribution of learning achievement according to student socioeconomic level or, in other words, educational equity. However, the magnitude of these changes varies according to grade level and subject. Changes have been more notable in the fourth grade and in language than in the eighth grade and in math, and they have been minimal in the tenth grade. Furthermore, as a methodological contribution to studies on educational equity, we make use of a variety of tools in order to explore their consistency. Therefore, this document presents, in their respective sections: a) the results of national achievement tests from the past years and an analysis of trends in socioeconomic and academic segregation in schools; b) changes in the relationship of socioeconomic status to academic achievement between and within schools; and c) the evolution in learning gaps between students from different socioeconomic backgrounds.

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Moreno, Martín, Jesús Duarte, and María Soledad Bos. Inequity in School Achievement in Latin America: Multilevel Analysis of SERCE Results According to the Socioeconomic Status of Students. Inter-American Development Bank, May 2010. http://dx.doi.org/10.18235/0011082.

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This document analyzes differences in the academic achievement of Latin American students based on the socioeconomic status of their families. Using the database from the Second Regional Comparative and Explanatory Study (SERCE) conducted in 2006, a significant positive relationship was confirmed between the socioeconomic status of students and SERCE results, both region-wide and for each participating country. If this relationship is broken down into two different levels (within the schools and between the schools), variations in socioeconomic status explain a significant part of the variability in test scores between the schools and, to a lesser degree, the variability within the schools. The result is a high level of socioeconomic segregation between the schools, which, in turn, accentuates the relationship between student socioeconomic status and test results. The poorest students are punished first by their socioeconomic status and then again by studying in schools attended chiefly by children of poor families, thus deepening the inequity in school achievement. Findings suggest several courses of action for public policy, tailored to each country¿s profiles of educational equity.

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Araya, Mesele, Pauline Rose, Ricardo Sabates, Dawit Tibebu Tiruneh, and Tassew Woldehanna. Learning Losses during the COVID-19 Pandemic in Ethiopia: Comparing Student Achievement in Early Primary Grades before School Closures, and After They Reopened. Research on Improving Systems of Education (RISE), November 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/049.

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The outbreak of COVID-19 pandemic has disrupted the education sector in unprecedented ways. As with many other countries around the world, the Ethiopian government closed schools following the first identified case in the capital city, Addis Ababa, on the 16th of March 2020. Across the country, these closures resulted in more than 26 million learners staying at home for almost eight months (UNESCO, 2021). In addition to this hiatus in their education, pupils were promoted automatically to the next grade with only 45 days of catch-up classes (Ministry of Education, 2020). In other words, those attending a specific school grade in March 2020 were then promoted to the next grade when school resumed in October 2020. For a significant proportion of Ethiopian pupils, learning during school closures was extremely limited despite the government’s efforts to create educational programmes via national television and radio stations (Kim et al., 2021a; Yorke et al., 2020). School closures, combined with barriers to accessing remote educational resources, meant potential learning losses for a significant number of pupils. Several studies have already indicated that COVID-19 resulted in learning losses, especially among the poorest and most disadvantaged groups. A study in Indonesia found that pupils lost 11 points on the PISA3 reading scale due to the four-month school closure from March to July 2020 (Yarrow, Masood & Afkar, 2020). It was also estimated that Grade 4 pupils in South Africa experienced losses equivalent to more than 60 percent of an academic year (Ardington, Wills & Kotze, 2021), while pupils in the UK lost a third of their expected learning during pandemic-related school closures (Major, Eyles & Machin, 2021). It is anticipated that school closures in Ethiopia could similarly result in learning losses and challenges for pupils to catch up with their learning, particularly for those from disadvantaged backgrounds. Our related emerging findings in Ethiopia have indicated that school closures exacerbated pre-existing inequalities in education, where progress was much lower for rural students compared to those in urban areas who were tracked from Grade 4 to Grade 6 (Kim et al., 2021b; Bayley et al., 2021). Building on this work in Ethiopia, this Insight Note provides a new perspective on numeracy achievements of Grade 1 and Grade 4 pupils by comparing learning at the start of each academic year and the gains over the course of the year across two academic years: 2018-19 and 2020-21. During the 2018-19 academic year, the Research on Improving Systems of Education (RISE) Ethiopia programme collected data on students’ numeracy achievement from 168 schools. After schools reopened in October 2020, and with additional support from the Bill and Melinda Gates Foundation, data on students’ numeracy achievements were collected for two new cohorts of pupils in Grades 1 and 4 in the same schools using the same instruments. This has enabled us to compare learning patterns between two cohorts in the same grades and schools before and during the pandemic. More specifically, in this Insight Note, we aim to: -Compare foundational numeracy levels of pupils entering Grade 1 in the 2020-21 academic year relative to those in 2018-19. -Compare progress in foundational numeracy for Grade 1 pupils over the course of the 2020-21 academic year relative to that seen during the 2018-19 academic year. -Compare numeracy levels of pupils entering Grade 4 in the 2020-21 academic year relative to those entering the same grade in 2018-19. -Compare progress in numeracy for Grade 4 pupils over the course of the 2020-21 academic year relative to the progress seen during the 2018-19 academic year. -Estimate the magnitude of learning loss attributable to the pandemic by calculating the difference in numeracy levels and progress between the two cohorts.

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