<p> Educators are committed to providing students the best possible education by using the practices and tools they know (Zmuda, Kuklis, &amp; Kline, 2004). Unfortunately, the status quo for grading and assessment practices is faulty, outdated, and ineffective. Current practices have unwittingly hindered student progress and motivation (O'Connor, 2007). Educational leaders, administrators, and teachers are faced with questions regarding the best ways to motivate students and accurately report their progress (Popham, 2011). Assessing and grading student achievement are primary functions of educators and if these practices are not approached and applied properly, a grade can misrepresent the true knowledge of the student regarding class standards (Brookhart, 2009). Even though there has been a shift to standards based teaching, grading and assessment practices have not followed suit and continue to lag behind (Zmuda, Kuklis, &amp; Kline, 2004). Conventional grading and assessment practices abound, yet opportunities for the introduction of reform and the necessary professional development for the implementation and sustainability of such reform are lacking (Wormeli, 2006). Second order change is an apparent break from the past and is best presented and maintained through quality, ongoing professional development (Marzano, 2003). Change is inevitable and necessary at times, offering fresh perspective and new ideas, and it is the responsibility of those in the teaching profession to continue to learn and stay apprised of current research to give students the best possible education (Schimmer, 2012). When a district or school becomes aware of the need for change, there is an obligation to address the underlying issues and all relevant facts, logic, and research. Professional development provides the optimal venue for learning, discussing, applying, and evaluating any proposed changes (DuFour &amp; Marzano, 2011). Reeves (2007) asked, "What is the risk if we engage in this change compared to the risk of continuing our present practice" (p. 7). The risk of embracing a proposed change may include limited buy-in, fear of failure, or the perception of more work. Regardless of potential effects, growth can only come through change, and trying new methods is the only way to know what changes work (Schimmer, 2012). The continuation of current grading practices poses a threat to the educational process and the future of student learning by undermining motivation and presenting inaccurate information due to grades' convoluted nature (Brookhart, 2009). Grades should not represent tradition, opinion, behavior, effort, homework, attendance, or any other extra-curricular components (O'Connor, 2007). They should purely and simply report the student's comprehension of predetermined class standards and goals (Brookhart, 2009). There are new research based methods for grading and assessment that honor the meaning of the grade and could be introduced and implemented in schools across the country through professional development opportunities (Reeves, 2007). The purpose of this study was to investigate the perceptions of grading and assessment practices in Fall River Middle School and to analyze the impact of increased opportunities for professional development in grading and assessment practices on the staff.</p>

<p> Teachers' Perspectives of the Effects of Project-Based Learning on the Academic Performance, Socialization Skills, and Self-Concepts of Incarcerated Juveniles By Paulette Koss The purpose of this qualitative study was to examine and describe the impact of the Buck Institute of Education's 8 components of project-based curriculum on high school juvenile offenders' academic achievement, socialization, and self-concepts as perceived by juvenile court school (JCS) teachers. A secondary purpose was to describe strategies used to implement the 8 components of project-based curriculum for high school juvenile offenders as perceived by JCS teachers using the project-based learning (PBL) approach. The participants in the study were 9 JCS teachers in 3 states. They answered interview questions about the impact of the 8 components of PBL on their students' academic performance, socialization, and self-concepts, and about effective strategies for implementation. The results were analyzed to identify themes. Overall, the participants noted that PBL improved the academic performance, socialization skills, and self-concepts of their students. Their answers also indicated some obstacles to implementing PBL, especially the lack of Internet access in JCS classrooms. The teachers also noted that their students lacked academic and experiential background knowledge and appropriate peer socialization skills. Building background knowledge and modeling peer interactions were identified as essential strategies in implementing PBL. The results of this study support the conclusion that PBL is effective at improving the academic performance, socialization skills, and self-concepts of incarcerated juveniles. Results indicated that the lack of Internet access limited the benefits of PBL for these students. Building background knowledge and modeling appropriate peer interactions were crucial strategies to the success of PBL. The researcher recommends that more states implement initiatives for implementing PBL in their JCS classrooms and provide teachers with the necessary training and ongoing coaching necessary for implementation. Additionally, states should develop systems that would allow for Internet access in JCS classrooms without compromising the secure facility. Programs should be developed to encourage positive peer interactions in incarceration facilities.</p>

<p> Programs and reforms have come and gone in the educational arena with little impact on student performance. The problem at the school of study was the students' perception of their sense of belonging and the sense of the school as a community and the students' academic performance did not show adequate growth. The study took place in a mid-western suburban elementary school serving 440 students kindergarten through fifth grade. </p><p> The significance of the study was to examine the impact of a Goal-Setting Worksheet, along with regular teacher-student conferences, as a strategy to improve the overall school climate and academic achievement as measured by climate survey results, standardized test scores, attendance rates, and office referrals. </p><p> The process allowed teachers and students in 3rd, 4th, and 5th grade the opportunity to work together to complete the Goal-Setting Worksheet by setting goals, establishing a plan of action, and providing feedback through conferences throughout the goal-setting period. Students assessed their progress and worked with the teachers to determine if the student needed to revisit their goal or establish a new goal. The purpose of this process was to increase the students' perception of their sense of belonging and academic achievement. </p><p> To determine if there was a change in the students' perception of school climate, students took the Caring School Community climate spring survey and the pre and post School Climate survey. Academic performance was measured by comparing scores on the Missouri Assessment Program Communication Arts and Math test and the Gates-MacGinitie Reading Test. Survey results and academic scores were compared over a four year period. </p><p> The results were that the implementation of the goal-setting worksheet and teacher-student conferences to school climate did not yield the desired change at the school of study in the areas of overall school climate or academic achievement. However, the understanding of the value of the two has influenced the staff to continue the desire, process, and pursuit to improve the students' perception of the school climate and increase academic performance. Because of the limited timeframe of the study, further investigation of this process is recommended.</p>

<p> The purpose of the study was to determine the impact of attendance longevity participation in an after school program, attending one and two times or three times weekly for two years, designed to build intentional relationships and support academic success, on urban elementary school students' achievement, attendance, and positive school awards. Independent variable attendance fidelity condition one was those students who attended the Hope Center for Kids after school program regularly scheduled after school activities one and two times weekly for two years (<i>n</i> = 9) and independent variable attendance fidelity condition two was those students who attended the Hope Center for Kids regularly scheduled after school activities three times weekly for two years (<i>n</i> = 10). Same urban school district control students (<i>n</i> = 11) did not participate in the after school program served as the study control group. The null hypothesis for between group California Achievement Test Normal Curve Equivalent posttest-only average and below average reading scores where <i>F</i>(2, 27) = 2.07, <i>p</i> = .145 was not rejected. Null hypotheses were also not rejected for between group California Achievement Test Normal Curve Equivalent posttest-only average range language scores where <i>F</i>(2, 27) = 1.09, <i>p</i> = .350 and between group California Achievement Test Normal Curve Equivalent posttest-only average range math scores where <i>F</i>(2, 27) = 0.38, <i>p</i> = .687. School attendance as measured by total end of the fifth-grade year overall absence totals were not statistically different where <i>F</i>(2, 27) = 0.65, <i>p</i> = .530 and school-wide awards and recognition as measured by end of the fifth-grade year overall awards presented totals were also congruent where <i>X</i>²(2, <i>N</i> = 48) = 0.591, <i>p</i> = .744. Findings suggest that even limited student participation in Hope Center for Kids after school program resulted in achievement, attendance, and earned awards consistent with the study's control group students who were not in need of these after school services.</p>

<p> The inclusion of college preparation programs promote and forecast academic success in postsecondary studies among individual at-risk, African American urban high school students. Past research has shown ongoing, college acceptance, performance, and graduation gaps between at-risk, African American urban high school students when compared to affluent, Caucasian suburban high school students. The College Summit program is designed to help close this gap. </p><p> The study compared two models of the College Summit Program in one urban school setting. The study evaluated the effect that pre-college preparation activities had on these dependent variables: completion of postsecondary planning activities, end-of-year GPA, awards of individual scholarships, and acceptance at their initial top-three choice colleges. The evaluation focused on two groups of students, College Summit Program students who received academic credit for the program through calculating a student's grade based on percentage and College Summit Advisory students whose grade was determined as either a pass or fail. In addition, the study focused on a third group of students who were not enrolled in the College Summit Program known as the Non-Program Students (NPS). </p><p> This study analyzed the relationship between the independent variables, College Summit Program Graded Model, College Summit Advisory Pass/Fail Model, and the Non-Program Students (NPS) Model and the dependent variables mentioned previously. <i>Z</i>-tests determined if any of the independent variables predicted college-readiness outcomes of at-risk, African American students. <i>Z</i>-tests for difference in means and proportions determined if any differences in measurement of dependent variables were significant. <i> Z</i>-Tests for difference in means determined significant difference when comparing the CSP model to the CSA model for the dependent variables progression towards completion of postsecondary planning milestones, cumulative grade point averages, individual scholarship awards, and acknowledgements of initial top-three top choice colleges. <i>Z</i>-tests for difference in proportions determined significant difference when comparing the CSP model to the CSA model for the dependent variables full completion of postsecondary milestones and acceptance at the student's initial top-three choice colleges when testing the difference in proportions. </p><p> The study found that the graded College Summit Program is more effective when preparing at-risk, African American urban high school students for college. </p>

<p> This research is an attempt to explore the various strategies employed by the principals of Title I schools in order to foster an environment of student progress and achievement. Since the inception of the NCLB Act, pressures have been increasing on the schools, especially on Title I Schools, and on their principals to increase academic performance. The researcher selected four Title I Schools and used questionnaires for teachers and interviews for principals to explore the answer to the research questions. The research philosophy acknowledges both the mainstream approaches of positivism and interpretivism and follows a mixed methods approach. The sample questionnaires were selected with a simple random sampling method. The literature review puts forward a great deal of studies, which show that there is a strong correlation between strategies and techniques employed by the school leaders and the performance of students. Collaboration with teachers, motivation, emotional intelligence, respecting diversity, integration of technology, strategic focus, constant coaching and mentoring of teachers, and others are highlighted as a few of the techniques employed by principals. The data helped in concluding that the prime reasons behind the success of these schools are discipline, collaboration of school leaders with teachers, involvement of principals in every aspect of student development, understanding the needs of different students, tailoring educational styles for different students, and strategic vision. Furthermore, the study arrived at the conclusion that these schools are in dire need of transformational leadership as opposed to transactional leadership from their school leaders considering the increasing pressures on Title I schools.</p>

<p> Research studies of extracurricular activities have illustrated specific relationships between participation and certain student characteristics, such as higher grades, higher standardized test scores, higher attendance, fewer discipline issues, and increased positive school perception. Since so much of the previous research on extracurricular activities has focused on the secondary education level, the researcher questioned whether or not these same relationships would be present in elementary school students who participated in extracurricular activities. This research study was conducted at one elementary school in a large metropolitan area to determine what, if any, relationships among variables including length of time participating in the activity were evident amongst extracurricular activity participants. This study compared the MAP (Missouri Assessment Program) scores in math and communication arts, office discipline referral rates, and attendance rates of elementary school students who had participated in extracurricular activities to those students who did not participate in extracurricular activities. The researcher used both a mixed-methods approach to determine if there was a difference between those students who took part in extracurricular activities and those who did not. The quantitative part of the study demonstrated a relationship between participation in extracurricular activities and higher communication arts and math standardized test scores. A relationship was also evident between participation in extracurricular activities and higher communication arts standardized test scores for those who participated in extracurricular activities for a longer amount of time; however there was not a statistical difference in attendance or office discipline referrals for length of participation or participation in extracurricular activities in general. The study also examined relationships between extracurricular participation and students' school perception. The qualitative analysis, which consisted of data gathered by student (<i> n</i>=65) and parent (<i>n</i>=29) questionnaires, revealed more similarities between extracurricular activity participants and non-participants than differences. The researcher was able to conclude that certain relationships existed amongst extracurricular activity participants and standardized test scores. The study concluded with implications and recommendations for future implementation of elementary extracurricular activity programs. </p>

<p> Charter schools frequently receive public as well as federal attention, and there is a growing body of research becoming available examining charter schools. With all this research there is still a need for further studies which deal specifically with antecedents of charter school success. This study examined factors contributing toward the success of charter schools in the state of New York. It measured the success of a charter school with respect to student achievement levels which were measured via state mandated standardized English / Language Arts (ELA) test score averages provided on the Department of Education&rsquo;s website for the state of New York (https://reportcards.nysed.gov/). An examination was made regarding the extent and manner in which student achievement levels vary with respect to the following factors: (a) teacher credentialing, (b) teacher experience, (c) teacher turnover, (d) class size, (e) student demographics, and (f) grade level. Differences in student achievement levels per these factors were also examined with respect to the following charter school management entities: (a) For-Profit Education Management Organizations (EMOs), (b) Non-Profit Charter Management Organizations (CMOs), and (c) independently managed Community Grown Organizations (CGOs). A clearer understanding of what leads to the success/failure of a school will be useful in, (a) sustaining success of currently successful schools, (b) providing data for failing schools to take into consideration, (c) informing charter authorizing agencies, as well as (d) aiding in replication of an existing successful school model. This study found that while there was no significant correlation between any of the predictor variables on ELA test scores during the 2011-2012 school year, Charter Management Organization did have a statistically significant effect on ELA test scores, with schools that are Community Grown Organizations (CGOs) yielding higher results than schools that contracted with Non-Profit Charter Management Organizations (CMOs) and For-Profit Education Management Organizations (EMOs). While currently the trend in expectation is that charter schools most likely to succeed, and thus be replicated, are the schools that contract with For-Profit Management Agencies (EMOs) and Non-Profit Management Agencies (CMOs), this study has shown that it is actually the Community Grown Organizations (CGOs) that have yielded higher ELA standardized test scores during the 2011-2012 school year, thus making them considered as more successful entities than the EMOs and CMOs. The results suggest that further efforts into replicating successful CGO school models should be seriously considered by both the individual schools and the Charter Authorizing Agencies.</p>

<p> Classroom disruptions present an obstacle to raising student achievement for teachers and school administrators. This study was designed to investigate potential relationships between weather, specifically barometric pressure, or the lunar cycle, and whether either had a direct correlation with student discipline referrals. The intent was to discover trends concerning barometric pressure or lunar phases and their predictability on the number of discipline referrals. Data were collected on three years of elementary student discipline referrals and compared to barometric pressure readings and lunar phases over the same period. The study also surveyed elementary principals on current measures school districts are utilizing to combat potential obstacles to student achievement. A Pearson correlation coefficient was computed on the dependent variable, student disciplinary referrals, and the independent variables, barometric pressure and lunar phases. After analyzing student discipline data, historical barometric pressure readings, and lunar phases, results determined neither barometric pressure or a full or new moon were accepted as significant predictors of student discipline. Survey results, however, indicated a belief that weather has a strong effect on student behavior.</p>

<p> The purpose of this study was to compare three groups: JROTC students, student athletes, and other students, to determine if there were differences in academic achievement. Gaining an understanding of the necessary skills required to become academically successful and make healthy life choices, could provide educators working within an urban environment insight for student success. </p><p> The study was conducted within a Midwest urban high school in which, 98.5% of the students were African American. Student performance data in the areas of reading and math for the past three years had been trending downward and caused the high school to be placed in a negative performance status. To investigate the possible difference between 11th-grade students in terms of academic achievement and perceptions of leadership skills and citizenship traits, the researcher utilized a mixed methodology design. Participants with similar GPAs were identified from the total 11th-grade population and 30 student participants from each of the three student groups were randomly selected. A comparison of the Prairie State Achievement Examination (PSAE) and ACT assessment results, in addition to self-perceptions of leadership and citizenship traits through a Likert-scale survey were examined. Questionnaires were given to a random sample of 10 participants from each of the three student groups to gain a deeper understanding of the perceptions and attitudes of the participants. An ANOVA and z-test for difference in means was conducted, as necessary, on each of the three PSAE assessment areas. The open-ended questionnaires were coded and analyzed to uncover categories and themes, which provided further insight into student self-perceptions of their leadership and citizenship skills. </p><p> The results of this study did not support a significant difference in academic achievement using standardized assessments measured by the PSAE, between 11th-grade JROTC students, student athletes, and other students. The statistical analysis for the Leadership Skills Inventory and the Citizenship Scale, resulted in a lack of support by data for a significant difference in student perceptions of their leadership Skills, defined and measured by the Leadership Skills Inventory, and the Citizenship Scale, between the three groups of 11th-grade students.</p>