Report
How (and How Much) Do Schools Matter? Variation in K-8th Grade Achievement Trajectories in a National Sample
| العنوان: | How (and How Much) Do Schools Matter? Variation in K-8th Grade Achievement Trajectories in a National Sample |
|---|---|
| اللغة: | English |
| المؤلفون: | Schwartz, Kate, Cappella, Elise, Scott, Marc, Seidman, Edward, Kim, Ha Yeon, Society for Research on Educational Effectiveness (SREE) |
| المصدر: | Society for Research on Educational Effectiveness. 2015. |
| الاتاحة: | Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org |
| Peer Reviewed: | Y |
| Page Count: | 7 |
| تاريخ النشر: | 2015 |
| نوع الوثيقة: | Reports - Research |
| Education Level: | Middle Schools Secondary Education Junior High Schools Elementary Education Kindergarten Primary Education Early Childhood Education |
| Descriptors: | Middle School Students, Elementary School Students, Kindergarten, Longitudinal Studies, Academic Achievement, Interviews, Parents, Principals, Teachers, Surveys, Student Records, Educational Environment, Influences, Institutional Characteristics, Children, Reading Achievement, Mathematics Achievement, Predictor Variables, Student Characteristics |
| Assessment and Survey Identifiers: | Early Childhood Longitudinal Survey |
| مستخلص: | The current study extends research on the transition to early adolescence and middle grade schools by examining students' achievement trajectories from school entry through 8th grade in a national sample, and beginning to disassociate the role of school context and school grade configuration in achievement trajectories. Data were drawn from the Early Childhood Longitudinal Study, Kindergarten Class 1998-99 (ECLS-K). The study sample consists of the 6,158 students in the ECLS-K. The ECLS-K employed a longitudinal research design, following a nationally representative sample of 21,260 kindergarteners from the 1998-1999 school year through the 2006-2007 school year, at which time the majority of participants were enrolled in eighth grade. Data collection methods include parent interviews, school administrator and teacher surveys, student self-reports, student records, and direct student assessments. Findings show that key characteristics of school composition and climate play roles in student achievement beyond individual student predictors. Specifically, school composition contributed to reading and math trajectories, and school climate contributed to reading trajectories. Importantly, once student and school characteristics are considered, school grade configuration does not significantly contribute to students' academic achievement trajectories before or after the middle grade school transition. These results illuminate the need to attend to school composition and climate in policies and practices designed to improve academic achievement. |
| Abstractor: | ERIC |
| Number of References: | 20 |
| Entry Date: | 2015 |
| رقم الانضمام: | ED562361 |
| قاعدة البيانات: | ERIC |
| الوصف غير متاح. |