Browsing by Subject "Achievement"
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Item Academic achievement outcomes of Latino English-language learners in Texas: a longitudinal analysis(2015-12) Ren, Han; Cawthon, Stephanie W.; Pituch, Keenan A; Svinicki, Marilla D; Keith, Timothy Z; Lopez, Molly ATexas has one of the highest populations of English Language Learners (ELLs) in the U.S., with a complex system for ELL identification, program placement, and high- stakes assessment. Spanish-speaking Latino ELLs represent a large proportion of this population in this state. The long-term academic achievement of ELLs identified in elementary grades and educated in different program placements is not well known. Prior research presents support for Bilingual Education models as most promising for future student achievement. Using strict sampling criteria and analysis of variance (ANOVA) procedures, this study compared student achievement during secondary years, as measured by high-stakes assessments, of demographically similar Latino former-ELLs, long-term ELLs, and non-ELLs who received a variety of language service programming during elementary school. This study examined data from a cohort of 18,188 students enrolled in all 10 major urban school districts in Texas from 3rd to 9th grades, between the 2003-2004 and 2009-2010 school years. Math and reading high-stakes test scores during students’ 7th and 9th grade years were used as outcome variables. Key findings show that ELLs who did not receive any language programming have significantly higher achievement outcomes than ELLs who received English as a Second Language (ESL), Bilingual Education, or equal years of ESL and Bilingual. These students performed on par with their non-ELL peers in both math and reading. Results also show achievement differences between former-ELLs who were able to achieve English language proficiency by the start of middle school, and long-term ELLs who remained ELL through secondary education. Former-ELLs had favorable outcomes, with math achievement scores that were higher than non-ELLs, whereas long-term ELLs performed significantly lower than both former- ELLs and non-ELLs at all study points. Interactions between programming received and ELL-type, as well as the effects of immigration status and district of enrollment were explored. Results were unexpected and highlight the need for further longitudinal research on existing ELL populations across the state of Texas. Implications of this study support current educational policies that shift away from prolonged Bilingual Education toward ESL and mainstream-English only programming for ELLs. Additional policy implications and directions for future research are discussed.Item Caught up in red tape : bureaucratic hassles undermine sense of belonging in college among first generation students(2015-08) Reeves, Stephanie Lauren; Yeager, David S.; Murphy, Mary CResearch has shown that institutional cues can create experiences of social identity threat, or the concern that one might be devalued or excluded on the basis of their group membership - among underrepresented and stigmatized students (e.g. first-generation college students). However, previous work focuses on cues relevant to stereotypes or group membership, and that are aversive only to stigmatized students. We hypothesized that even cues that are aversive to all students - specifically bureaucratic difficulties -- might trigger identity threat. In study 1, students completed a university form online that was manipulated to be frustrating (or not). The frustrating web form reduced self-reported sense of belonging and perceived probability of success among first-generation college students. Study 2, a multi-session field study, conceptually replicated this finding with a different type of bureaucratic challenge -- a straightforward or confusing course selection task. A third correlation study (conducted as part of the larger field study reported in study 2), revealed that experiences of bureaucratic challenges in students' naturalistic settings predicted reduced sense of belonging Moreover, these perceived bureaucratic challenges influenced the retention rates of students who were more uncertain about their belonging at college. Discussion focuses on the implications of these findings for policies aimed at reducing social class disparities in higher education.Item Determinants influencing college major choice and their relationship to self-determined motivation, achievement, and satisfaction(2009-12) Walls, Stephen Marc; Svinicki, Marilla D., 1946-Postsecondary curricula are often the first opportunity where students can and are compelled to make choices regarding their adult professional life and the first opportunity students have to engage in serious and focused exploration of the various career options that might be available to them. While the general impact of a postsecondary education on career experience, including job satisfaction and success, is well documented, the factors influencing postsecondary students' career choice and how those factors impact college outcomes, including motivation towards, satisfaction with, and achievement in their chosen major field, appear to be more obscure and uneven. Self-determination theory (SDT) is a well-established motivational construct in the educational psychology field and the goal of this study is to explore the role that SDT may play in the relationship between determinants influencing a student's choice of major and their satisfaction and achievement outcomes. Using self-reported survey data from students across five disciplines at a large public four-year university, a cluster analysis was performed to determine if students could be grouped meaningfully based on their self-determination and the determinants that influenced their choice of major. Meaningfulness was assessed based primarily on the differences across the clusters on the satisfaction and achievement measures. Students were found to be too similar across the clusters on the achievement measure for meaningful interpretation on that outcome, but there did appear to be an important relationship between the influence of future outcomes and personal experiences in choosing a major and the students' satisfaction with their major. Multiple regression analysis was also employed to assess the degree to which achievement could be predicted by students' satisfaction, self-determined motivation, and determinants influencing choice of major. Self-determined autonomy was an important mediator and moderator of the effects that the determinants influencing choice of major had on satisfaction and achievement. Future directions in the research program, as well as the practical implications of the results, are discussed.Item Differential effects of goal setting and value reappraisal on college women's motivation and achievement in statistics(2009-05) Acee, Taylor Wayne; Weinstein, Claire E.The purpose of this dissertation was to investigate the differential effects of goal setting and value reappraisal on female students’ self-efficacy beliefs, value perceptions, exam performance and continued interest in statistics. It was hypothesized that the Enhanced Goal Setting Intervention (GS-E) would positively impact students’ self-efficacy beliefs and exam performance, whereas the Enhanced Value-Reappraisal (VR-E) was expected to positively affect students’ value perceptions and continued interest in learning statistics. A total of 88 female undergraduate students enrolled in two sections of an introductory statistics course completed the entire study. Students were primarily Caucasian, upper division, and traditionally aged. Students were stratified on course section and year in school and randomly assigned to one of three groups: Control Group (n=30); GS-E Group (n=27); and VR-E (n=31). GS-E asked students to both set and self-evaluate eight goals focused on reaching learning objectives for their upcoming statistics exam. VR-E presented students with messages about why learning statistics could be important for them and guided them in processing these messages. The Control Condition asked students to complete three Texas Information Literacy Tutorial modules and answer reflective questions. Findings from this dissertation partially supported the hypotheses related to VR-E, but no support was found for the hypotheses related to GS-E. The VR-E Intervention was found to positively impact measures of students’ value perceptions and continued interest. Immediate effects of VR-E were observed on: 1) the overall value students placed on learning statistics; 2) students’ interest and enjoyment of statistics; 3) the importance students placed on developing statistical knowledge and skills for the attainment of their future goals; and 4) students’ intentions to continue learning statistics on their own. However, relatively stronger and longer-lasting effects were observed on the later two variables. Also, students in the VR-E Group outperformed students in the GS-E Group on their post-intervention exam; however, neither group was significantly different from the Control Group. Findings from this research help to address the growing economic and social needs for the development and evaluation of theory-based educational interventions that target the improvement of college students’ achievement and continued interest in math and science education.Item Effect of Extrinsic Motivation on Academic Fluency Outcomes in Survivors of Pediatric Medulloblastoma(2013-01-17) Spurgin, Alice Ann; StravinohA, Peter L., Ph.D., ABPPMedulloblastoma is the most commonly diagnosed malignant pediatric brain tumor. While deficits in processing speed, memory, attention, and IQ are well documented in childhood medulloblastoma survivors, impairments in academic functioning have not been adequately studied in this population, despite the fact that most survivors require long-term special education services and are significantly less likely than their healthy peers to finish high school. The present study is the first to identify fluent academic performance as a significant weakness relative to academic skill development in childhood medulloblastoma survivors-thereby isolating fluency as a major contributing factor to survivors' academic difficulties. The present study is also the first to investigate the effects of enhanced extrinsic motivation on fluent academic performance in pediatric medulloblastoma survivors. As such, this study represents a new direction for research in this population, moving beyond basic documentation of deficits toward intervention-focused research. A previous study indicated that extrinsic motivation enables survivors of childhood medulloblastoma to improve their performance to the normal range on tasks related to processing speed and attention (Riva, Pantaleoni, Milani, & Belani, 1989). However, prior to the present study, there had been no further investigations of this isolated finding. Present results suggest that a performance-based incentive used to enhance extrinsic motivation predicted statistically significant improvement, but not normalization of function, in performance on measures of academic fluency relative to baseline. No demographic, medical, or neuropsychological variables predicted response to incentive. Findings suggest that academic performance of survivors can significantly improve under highly motivating conditions. Recognition of this potential for improvement in light of persisting limitations in fluency, suggesting deficits that cannot be fully overcome, may inform academic supports. Additionally, the findings of this study may provide a rationale for investigations of the effect of varying levels of motivation in other pediatric medical populations and with respect to other areas of neurocognitive functioning. The findings of this study also represent a significant and novel contribution to the debate regarding level of effort and the effect of motivational states on neuropsychological performance.Item Effects of student performance assessment outcomes as a criterion in the teacher evaluation process(2014-05) Maldonado, Samuel; Olivárez, Rubén; England, Grace; Saenz, Victor B.; Garza, Karen; Rodriquez, Xochitl M.; Wetzel, Melissa M.The teacher evaluation processes and practices utilized in American public schools serving kindergarten through high school students have undergone continual alterations since the early 1880's. In 2001, the reauthorization of the Elementary and Secondary Education Act, now known as the No Child Left Behind Act, spurred the development and implementation of comprehensive public school accountability systems based on student academic performance measures. This national legislative initiative has brought to the forefront a renewed push for changes in traditional teacher evaluation systems which align individual teacher efforts with student performance outcomes (Stronge, Ward, Tucker, & Hindman, 2007). According to federal documents, in 2013, 30 states required student performance as a measure in teacher performance evaluations. Among these states, 20 require student performance outcomes to be a "significant or the most significant factor in judging teacher performance" (ESEA, 2012). Consequently states and local education agencies (LEAs) developed and employed varying evaluation approaches to document and measure the effects of individual teacher efforts on student performance. The utilization of pre- and post- student assessment measures has been a feature of such evaluative attempts to connect teaching with student outcomes and to determine the value of the teacher’s effort. One such evaluative approach has evolved as value-added model (VAM). In spite of its widespread utility in American school system, the validity, fairness and sustainability of VAMs in teacher has been questioned by leading scholars in the field and vigorously challenged by teachers and organized teacher organizations and unions. Therefore, the purpose of this case study is to examine the effects of inclusion of value-added methods in the teacher evaluation process, and to acquire information to broaden our understandings of the complexities involved in the application of student performance outcomes to evaluate individual teacher performance. The research questions guiding this study are: (1) According to teacher perceptions, how does the inclusion of a student academic performance measure in the teacher evaluation process influence teacher's instructional and non-instructional behavior? (2) Are there measurable differences between elementary and secondary teachers in their perceptions of how a student performance measure in the teacher evaluation process influences teacher instructional and non-instructional behavior? (3) According to teacher perceptions, will students' academic performance on state assessments improve due to the inclusion of student performance outcomes in the teacher evaluation process?Item The impact of participation in school-based performing arts(2012-05) Richards, Rachel Elizabeth; Rochlen, Aaron B.; Moore, LeslieThe current report reviews the literature on school-based performing arts and its impact on students’ academic and social lives. As a result of our nation’s current economic downturn, many school districts are facing difficult decisions of which school-based programs to continue or cut. The benefits and challenges of keeping school-based performing arts programs are explored. According to the literature, students may profit socially, emotionally, and academically from participating in music, theater, and dance. Additionally, research has found that school-based performing arts have the greatest impact on students from low socioeconomic backgrounds. Despite the many benefits of participation in the performing arts, the reality of our nation’s current situation is explored and suggestions are provided regarding how to maintain the performing arts while adhering to a limited budget. Finally, this report outlines several suggestions for future research.Item Sibling group cohesion : a definition, validation, and power in predicting perceived personal achievement(2012-05) Wheeler, Karyn Marie, 1985-; Anderson, Edward Robert; Neff, Lisa; Dix, Theodore; Green, Christine; Kramer, LaurieThe goals of this study are to describe the importance of developing a measure of sibling group cohesion, to define this measure, to test the validity of the measure using similar constructs, and to explore how sibling group cohesion predicts perceived personal achievement. Sibling group cohesion is defined as an individual’s voluntary commitment to one’s group of siblings, which forms an open unit. A 12-item scale of adult sibling group cohesion is developed and validated. Adult siblings from sibling groups of 3 or more were asked to take an online survey and 541 participants from 184 families completed the survey. Three theories are proposed for how sibling group cohesion could impact achievement: support, expectations, and shared identity theories. Results indicate that sibling group cohesion is related to, but still unique from, the average and standard deviation of dyadic sibling relationship positivity quality. Individuals from larger families, who have a high proportion of siblings who inspire them, and who have high and consistently positive dyadic relationships report having high sibling group cohesion. Additionally, results from this study show sibling group cohesion is a strong positive predictor of two measurements of perceived personal achievement. The predictive power of sibling group cohesion is stronger than that of the average of dyadic sibling relationship positivity, and is mediated by a combination of support, average dyadic positivity, and demographic variables. Specifically, receiving active and emotional support, as well as being introduced to activities by a majority of one’s siblings is predictive of better achievement.Item A statistical analysis of the effects of project-based learning on student high school and college outcomes(2015-05) Craig, Tara Theresa; Marshall, Jill Ann; Azevedo , Flavio; Beretvas, Susan N; Marder, Michael; Riegle-Crumb, CatherineThis dissertation research study is an analysis of the effects of project-based learning on a cohort of high school students’ achievement on mathematics and science standardized tests and graduation rates. The study also investigates college enrollment and first year grade point averages (GPA) for students taught solely through project-based instructional methods in high school. In the 21st century, STEM fields dominate our work force, but there is a decline in interest and persistence towards these fields that can be traced back to high school achievement in mathematics. The people that are choosing and prepared for STEM majors and careers are not representative of the US population, as they are lacking ethnic and gender diversity. The underlying premise is that inquiry-based teaching practices engage and motivate students leading to increased learning; however this premise is not currently fully supported with empirical research. This research compares students that attended a high school that teaches all courses through project-based learning with a matched control group of students. I first analyzed the demographic makeup of students that chose to apply to Manor New Tech, a STEM-focused, PBL school. Then, I developed multiple linear regression models that allowed me to determine that students attending the PBL school performed as well as the control group on math standardized exams and significantly better on one of the science standardized exams. Further analysis showed that ethnic and gender achievement gaps on the standardized assessments were maintained when students attended the PBL school. Similarly, students that attended the PBL school as likely to graduate high school. Comparing the PBL school with a more affluent school that also teaches all courses through PBL showed that graduates from the PBL school of focus in this research were significantly more likely to enroll in 2-year institutions of higher education and just as likely to enroll in 4-year and private institutions in Texas as the more affluent school. Finding that attendance at MNTH does not harm students’ standardized test performance or graduation rates could imply that being taught through PBL does not enhance high school and college outcomes. It could also imply that students taught at the PBL school, MNTH, are not experiencing authentic PBL, or conversely that students attending the comparison school, MHS, are receiving instruction through project-based methods as well. Lastly, the standardized assessments used to measure achievement may not be sensitive to some higher order skill development that may occur when taught through inquiry-based methods. Future research plans are to create new achievement measures that will capture more robust learning than traditional standardized tests. Using these instruments, further analysis of difference in students’ performance when they are taught through inquiry methods will be conducted.Item The relationship of language proficiency, general intelligence, and reading achievement with a sample of low performing, limited English proficient students(2009-05-15) Jones, Charlotte KennedyThe present study had three purposes. The first was to examine the score reliability of instruments purported to be appropriate in the assessment of students with limited English proficiency (LEP). The second was to investigate the criterion-related validity of the Universal Nonverbal Intelligence Test (UNIT) with a sample of lowperforming, Hispanic students. The third purpose was to explore the contribution of language proficiency in the dominant language (L1) and the language proficiency in the subordinate language (L2) in the prediction of reading achievement in L1. Participants included first and third grade students of Hispanic origin who scored below the median for their district on a state-approved, district-administered measure of literacy in first grade. Satisfactory internal consistency estimates were achieved with a sample of LEP students (n=24) on the UNIT, the Woodcock-Mu?oz Language Survey (WMLS) in English and in Spanish, and the Bater?a Woodcock-Mu?oz: Pruebas de Approvechamiento-Revisada (Bater?a-R APR). For first grade students, scores from the UNIT demonstrated satisfactory concurrent validity with those from the Woodcock Johnson III: Tests of Achievement (WJ-III ACH) for a sample of Hispanic, non-LEP students (n=89). However, the concurrent validity of the UNIT was not upheld for a sample of Hispanic, LEP students administered the Bater?a-R APR (n=56). Regarding predictive validity, results from simple linear regression analyses suggested that performance on the UNIT in first grade accounted for a negligible portion of the variance on the Texas high-stakes reading test in third grade for a group of LEP students (n=51) as well as for a group of non-LEP students (n=77). Language proficiency in L1 emerged as a positive predictor of reading achievement in L1. However, language proficiency in L2 was not shown to be a statistically significant, independent contributor to this relationship with reading achievement on the Bater?a-R APR (n=79), WJ-III ACH (n=14), TAKS Spanish (n=54), or TAKS English (n=12). Findings are discussed with respect to the restriction of range due to selection criterion and sample size, the use of the Abbreviated battery of the UNIT in the prediction of reading achievement, and the contribution of language proficiency in L2 for low performing, LEP students in the third grade.Item Young minority children’s gains in early math, literacy, and behavior skills : associations with teacher instruction, parent learning support, and parent involvement(2013-05) Ansari, Arya; Gershoff, Elizabeth T.There has been growing interest among parents, teachers, researchers, and policymakers in better understanding children’s school readiness and the precise mechanisms by which early care and education programs promote these early skills. Two key, but understudied, mechanisms include preschool instruction and parenting practices. The present study used the Family and Child Experiences Survey (FACES) 2006 cohort and examined whether gains in young children’s (n = 2,308) math, literacy, and behavior problems over the Head Start year were predicted by increased stimulation across children’s homes and school using structural equation modeling. Net of all other factors, parent learning support was uniquely associated with lower levels of behavioral problems and greater math achievement. Although there were no direct effects of parent involvement on child outcomes, the effects of parent involvement on children’s math and behavior were mediated through parent learning support. Children also demonstrated reduced problem behaviors when they received greater teacher instruction. However, the observed benefits for math achievement and reduced problem behaviors appear to be stronger when young children receive stimulation across both the home and school contexts. These findings have implications for children’s early problem behaviors and achievement, suggesting that parenting practices and teacher instruction are important avenues that can promote young children’s early skills. For optimal academic and behavioral outcomes, however, greater effort needs to be coordinated across children’s home and school settings.