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Descriptors:
Foreign Countries; Time on Task; Educational Finance; Financial Support; Academic Achievement; Student Behavior; Elementary School Students; Funding Formulas; Finance Reform; Scores; Gender Differences; Economically Disadvantaged; Low Income Groups; Socioeconomic Background; School Schedules; Satisfaction; Violence

Abstract:
In this paper, I examine how student academic achievements and behavior were affected by a school finance policy experiment undertaken in elementary schools in Israel. Begun in 2004, the funding formula changed from a budget set per class to a budget set per student, with more weight given to students from lower socioeconomic and lower educational backgrounds. The experiment altered teaching budgets, the length of the school week, and the allocation of time devoted to core subjects. The results suggest that spending more money and spending more time at school and on key tasks all lead to increasing academic achievements with no behavioral costs. I find that the overall budget per class has positive and significant effects on students' average test scores and that this effect is symmetric and identical for schools that gained or lost resources due to the funding reform. Separate estimations of the effect of increasing the length of the school week and the subject-specific instructional time per week also show positive and significant effects on math, science, and English test scores. However, no cross effects of additional instructional time across subjects emerge, suggesting that the effect of overall weekly school instruction time on test scores reflects only the effect of additional instructional time in these particular subjects. As a robustness check of the validity of the identification strategy, I also use an alternative method that exploits variation in the instruction time of different subjects. Remarkably, this alternative identification strategy yields almost identical results to the results obtained based on the school funding reform. Additional results suggest that the effect on test scores is similar for boys and girls but it is much larger for pupils from low socioeconomic backgrounds and it is also more pronounced in schools populated with students from homogenous socioeconomic backgrounds. The evidence also shows that a longer school week increases the time that students spend on homework without reducing social and school satisfaction and without increasing school violence. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Elementary School Students; Physical Education; Disease Control; Courses; Obesity; Academic Achievement; Achievement Tests; Grade 5; Probability; Body Weight; Body Composition; Scores

Abstract:
In response to the dramatic rise in childhood obesity, the Centers for Disease Control (CDC) and other organizations have advocated increasing the time that elementary school children spend in physical education (PE) classes. However, little is known about the effect of PE on child weight. This paper measures that effect by instrumenting for child PE time with state policies, using data from the Early Childhood Longitudinal Study, Kindergarten Cohort (ECLS-K) for 1998-2004. Results from IV models indicate that PE lowers BMI z-score and reduces the probability of obesity among 5th graders (in particular, boys), while the instrument is insufficiently powerful to reliably estimate effects for younger children. This represents some of the first evidence of a causal effect of PE on youth obesity, and thus offers at least some support to the assumptions behind the CDC recommendations. We find no evidence that increased PE time crowds out time in academic courses or has spillovers to achievement test scores. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Suburban Schools; High Schools; Block Scheduling; School Schedules; Discipline; Achievement Tests; Program Effectiveness; Academic Achievement; Attendance Patterns; Student Behavior; Comparative Analysis; Reading Tests; Mathematics Tests; Scores; Referral; Standardized Tests; Student Attitudes; Teacher Attitudes; Administrator Attitudes

Abstract:
The purpose of this study was to determine the impact block scheduling has on (a) student academic achievement, discipline, and attendance, and (b) administrator, teacher, and student perceptions. The study compared 2005-2010 data from a high school utilizing the A/B block schedule and a high school under a traditional schedule, in one suburban school district. The study used mixed methods. The quantitative data described, analyzed, and interpreted reading and math FCAT [Florida Comprehensive Achievement Test] scores, attendance rates, and discipline referrals from 2005-2010. A total of seven repeated ANOVAs were conducted to analyze the difference between the two schedule designs with respect to two achievement indicators; reading and math FCAT scores. The qualitative data offered a voice to administrators, teachers, and students, and was gathered through individual face-to-face, email, or phone interviews. The quantitative findings for the study yielded the following conclusions: (1) students experienced higher FCAT reading scores on the A/B block schedule than the traditional schedule; (2) students experienced higher FCAT math scores under the traditional schedule than the A/B block schedule; (3) attendance rates decreased for students under the A/B block schedule and increased for students under the traditional schedule; and (4) discipline referrals decreased at a higher rate for students under the traditional schedule than students under the A/B block schedule. The administrator, teacher, and student perceptions contributed to the following qualitative findings for the study: (1) block scheduling fosters extended learning sessions when properly planned; (2) with fewer transitions discipline issues decreased; (3) attendance was not affected by the block schedule; (4) block schedule allows for the implementation of various instructional strategies; and (5) transitioning from a traditional to a block schedule was thought to be difficult at first, but attainable, and would alleviate any feelings of being rushed. Four appendixes present: (1) Florida High School Report Card; (2) Interview Questions; (3) Participant Consent Form; and (4) Parental Permission Form. (Contains 22 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Achievement Tests; Teaching Methods; Mathematics Curriculum; Data Analysis; Constructivism (Learning); Mathematics Instruction; Rural Schools; Global Approach; Elementary School Students; Academic Achievement; State Standards; School Districts; Comparative Analysis; Scores

Abstract:
International assessment data indicate American students are not competing with their counterparts in other countries. The mathematics curriculum and pedagogy are not preparing students to compete in a global economy. This study compared student achievement using sixth grade mathematics results from the Illinois Standards Achievement Test. Specifically, the study compared the results of students in three different rural school districts, all of whom were receiving instruction in three different mathematics curricula. In one district, students received seven years of the K-6 Everyday Mathematics curriculum which was compared with students who received seven years of instruction using a traditional mathematics curriculum in the second district and in the third district scores were compared with students who were taught using a traditional mathematics curriculum supplemented with Mountain Math. The results of this study indicate the constructivist K-6 elementary mathematics curriculum did not lead to higher levels in math achievement when compared with the traditional methods of instruction. (Contains 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Achievement Tests; Control Groups; Reading Fluency; Urban Schools; Quasiexperimental Design; Scores; Silent Reading; Grade 3; Elementary School Students; Reading Difficulties; School Districts; Pretests Posttests; Probability; Reading; Effect Size; Reading Achievement; Reading Instruction; Reading Comprehension; Experimental Groups; Sample Size; Sampling

Abstract:
The authors' purpose was to explore the effects of a supplementary, guided, silent reading intervention with 80 struggling third-grade readers who were retained at grade level as a result of poor performance on the reading portion of a criterion referenced state assessment. The students were distributed in 11 elementary schools in a large, urban school district in the state of Florida. A matched, quasi-experimental design was constructed using propensity scores for this study. Students in the guided, silent reading intervention, "Reading Plus," evidenced higher, statistically significant mean scores on the Florida Comprehensive Assessment Test criterion assessment measure of reading at posttest. The effect size, favoring the guided, silent reading intervention group was large, 1 full standard deviation, when comparing the 2 comparison groups' mean posttest scores. As such, the results indicate a large advantage for providing struggling third-grade readers guided silent reading fluency practice in a computer-based practice environment. No significant difference was found between the treatment and control group on the Stanford Achievement Test-10 (SAT-10) posttest scores, although posttest scores for the treatment group trended higher than the control. After conducting a power analysis, it was determined that the sample size (n = 80) was too small to provide sufficient statistical power to detect a difference in third-grade students' SAT-10 scores. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Achievement Gap; School Schedules; Elementary School Students; Secondary School Students; Numeracy; Foreign Countries; Mixed Methods Research; Literacy; Longitudinal Studies; Educational Change; Socioeconomic Status; Principals; Leaders; Coaching (Performance)

Abstract:
The phenomenon of summer slide or setback has gained a great deal of attention in the USA. It is understood to account for as much as 80% of the difference in achievement for students between low and high socio-economic families over their elementary schooling. In a mixed method longitudinal study of reforms in low socio-economic school communities in Victoria, Australia this phenomenon in the achievement growth of primary and secondary school students for both literacy and numeracy was identified. The longitudinal analysis of achievement data revealed decelerated growth during Terms 4 and 1, the spring and summer months in the Australian school calendar. In this article we present these findings and the reflections of Principals, literacy and numeracy leaders and coaches about these findings and their suggestions for action. We argue that reforming school practices during Terms 1 and 4 and developing a deeper understanding of students' out-of-school learning and knowledge are essential for enhancing growth in achievement from September to March and for narrowing the achievement gap between marginalised and advantaged students. Further research of this phenomenon in the Australian context is needed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Program Effectiveness; Achievement Tests; Elementary Secondary Education; School Schedules; Educational History; Scores; Comparative Analysis; Reading Achievement; Mathematics Achievement; Writing Skills; Educational Finance; Attendance Patterns; Teacher Attitudes; School Districts

Abstract:
Although the four-day school week originated in 1936, it was not widely implemented until 1973 when there was a need to conserve energy and reduce operating costs. This study investigated how achievement tests scores of schools with a four-day school week compared with schools with a traditional five-day school week. The study focused on student performance in Colorado where 62 school districts operated a four-day school week. The results of the Colorado Student Assessment Program (CSAP) were utilized to examine student performance in reading, writing, and mathematics in grades 3 through 10. While the mean test scores for five-day week schools exceeded those of four-day week schools in 11 of the 12 test comparisons, the differences were slight, with only one area revealing a statistically significant difference. This study concludes that decisions to change to the four-day week should be for reasons other than student academic performance. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Validity; Achievement Tests; Rating Scales; Low Income Groups; Teacher Evaluation; Test Bias; Group Membership; Elementary School Students; Comparative Analysis; Scores; Testing; Factor Analysis; Disproportionate Representation; School Districts; Correlation; Construct Validity

Abstract:
The "HOPE Scale" was developed to identify academic and social components of giftedness and talent in elementary-aged students with particular attention to students from low-income and/or culturally diverse families. Based on previous findings, additional research was conducted on revisions made to the "HOPE Scale". Items were added, and 71 teachers completed the "HOPE Scale" on 1,700 diverse students. The "HOPE Scale" was evaluated for differential item and test functioning with regard to gender, ethnic/racial, and income groups. Differential item functioning was not found with ethnic/racial or income group membership, but it existed for gender. "HOPE Scale" scores were also compared with achievement test scores to contribute criterion-related validity information. Results indicate that "HOPE Scale" scores account for approximately 52% to 58% of achievement test scores. (Contains 10 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Educational Policy; Racial Composition; Social Science Research; Elementary Schools; Secondary Schools; Age Differences; Effect Size; Minority Group Students; Meta Analysis; Outcomes of Education; Educational Environment; Racial Differences; Socioeconomic Status; At Risk Students; Grade Point Average; African American Students; Hispanic American Students; White Students; High School Students; Middle School Students; Elementary School Students; Grades (Scholastic)

Abstract:
Recently published social science research suggests that students attending schools with concentrations of disadvantaged racial minority populations achieve less academic progress than their otherwise comparable counterparts in more racially balanced or integrated schools, but to date no meta-analysis has estimated the effect size of school racial composition on mathematics outcomes. This metaregression analysis reviewed the social science literature published in the past 20 years on the relationship between mathematics outcomes and the racial composition of the K-12 schools students attend. The authors employed a two-level hierarchical linear model to analyze the 25 primary studies with 98 regression effects. Results indicate that school racial isolation has a small statistically significant negative effect on overall building-level mathematics outcomes. This relationship is moderated by the size of the sample in the study and by the way the independent variable was operationalized. Although it is small, the effect size is substantively meaningful. The effects are stronger in secondary compared to elementary grades, and racial gaps widen as students age. The emergence and widening of the race gaps as students move through the grades suggest that the association of racial segregation with mathematics performance compounds over time. Implications for educational policy and future research are discussed. (Contains 6 tables and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
School Schedules; Academic Achievement; Evidence; Mathematics Tests; Scores; Middle School Students; Racial Differences; Achievement Gap; African American Students; White Students; Reading Tests; Sleep; Achievement Gains

Abstract:
Local school districts often stagger daily start times for their schools in order to reduce busing costs. This paper uses data on all middle school students in Wake County, NC from 1999 to 2006 to identify the causal effect of daily start times on academic performance. Using variation in start times within schools over time, the effect is a two percentile point gain in math test scores -- roughly fourteen percent of the black-white test score gap. I find similar results for reading scores and using variation in start times across schools. The effect is stronger for students in the lower end of the distribution of test scores. I find evidence supporting increased sleep as a mechanism through which start times affect test scores. Later start times compare favorably on cost grounds to other education interventions which result in similar test score gains. (Contains 8 figures and 10 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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