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There are an estimated 1.2 million children with one or both parents enlisted in military service. These children are more geographically mobile than civilian children on average, and previous research suggests that mobility can have great effects on an individual's academic performance. This study seeks to answer the question: How does the standardized test performance of Department of Defense Education Activity (DoDEA) schools compare to those of public schools with high concentrations of military children (funded by Impact Aid). It is hypothesized that due to higher average levels of funding, a standard curriculum, and both embedded and intentional social support, DoDEA schools will have higher standardized test scores than public schools with high concentrations of military children. Consistent with previous literature that finds a standardized test bias in favor of white students, it is also hypothesized that schools that are located in ZIP Codes with high percentages of Black and Hispanic residents will have lower test scores. This research will contribute to a growing body of literature on childhood migration, as well as the literature focused on the effects of the military on personnel's families and children. Through a series of bivariate correlations and nested regression analyses, I find that Impact Aid schools had higher percentages of students proficient in reading, math, and science than DoDEA schools. ZIP Code Tabulation Area measures of racial and ethnic composition, as reported in the American Community Survey 5-Year Estimates (2007- 2011), were statistically significant predictors of proficiency in reading and math. As the percentage of non-White community composition increased, the percentage of students proficient in reading and math decreased (β = -11.328*, p ≤ .05). Controlling for these community-level variables still resulted in higher overall standardized test proficiency in Impact Aid schools

Over the past 10-15 years, the epidemiological research literature on juvenile delinquency has suggested that there is an over-representation of males and Hispanics within the juvenile justice system, and a disproportionate number of youths having an IDEA disability, including emotional disability, learning disability, and mental retardation. In addition, juvenile delinquents tend to perform lower academically than their peers, come from low socioeconomic status backgrounds, drop out of school more often, and frequently come into contact with law enforcement agencies. Moreover, low academic achievement, male gender, and drop out contribute to the increased chances that adolescents will become involved in delinquent activities. Characteristics of juvenile delinquents also tend to be stable over time and resistant to most types of intervention.The purpose of the present study was to examine whether there were significantly greater percentages of school drop out in adjudicated versus non-adjudicated delinquent high school youths with and without an IDEA disability diagnosis. Significant differences between standardized test scores of those adjudicated and non-adjudicated youths who dropped out versus remained in school were also examined. Other variables studied in conjunction with these included gender, minority, and free/reduced lunch status.Chi-Square Tests of Independence revealed a significant association between adjudication and drop out, regardless of disability, gender, minority, or free/reduced lunch status. Chi-Square results also showed a significant association between adjudication and disability, but for non-drop out delinquent youths only. Drop out and disability was found to be significantly associated for males only.Univariate Analyses of Variance revealed significant differences in AIMS Reading standard scores between delinquents who had, versus had not, been identified as having a disability. Significant differences in reading scores were also found between those identified, versus not identified as SLD. Furthermore, an interaction effect between disability and minority status was present. Similar differences were found with respect to AIMS Math scores. Limitations and implications of findings as well as future research directions were discussed.

The iPad and other mobile devices have become so popular over the past few years that many school districts are purchasing these devices and implementing them in the classroom with little to no research. Because there has been no previous research at one rural school district in Michigan, the primary purpose of this quantitative causal-comparative study was to investigate the effects that a 1-to-1 iPad initiative program has had on only 11th grade student achievement and determine if 11th grade students' test scores on the Michigan Merit Exam in the areas of mathematics, science, and social studies for each school year from 2007 to 2016 have improved, declined, or stayed the same. The framework for this study was rooted in Kearsley and Shneiderman's engagement theory, which specifically applies to technology-based learning environments. A repeated measures analysis of variance was used to compare the standardized test scores from 2007 to 2016, with the scores as the dependent variables and the introduction of the iPad technology as the independent variable. Student characteristics of gender, ethnicity, and socioeconomic status were covariates. The findings from this study indicated that the iPad has improved standardized test scores at this local high school and therefore this school district should continue the promotion and investment in mobile learning devices and other technologies. The resulting policy recommendation from this study prompts the local school district to pursue the expansion of a 1-to-1 iPad program or other mobile learning device in the current curriculum to help increase student achievement on standardized tests. The incorporation of Apple's iPad in the classroom has potentially created a solution to help students increase academic performance and achieve higher levels on standardized and state tests.

abstract: Teacher mobility is a policy issue that affects students and school across the country. Despite a long-standing body of research related to teacher mobility, relatively little is known about how teacher-school pairings affect teachers’ decisions to stay at or leave their schools. Therefore, this study tested a model of teacher-school fit with a focus on the value that teachers and principals place on standardized test scores. Survey responses were collected from 382 K-8th grade public school teachers from 22 schools in two school districts. The results show that teachers who placed higher values on standardized test scores reported slightly higher levels of teacher-school fit and were slightly less likely to leave their schools within five years. Additionally, teachers’ self-assessed teacher-school fit showed a strong, positive relationship with teacher retention. These findings suggest that a better understanding of the factors that affect teachers’ sense of teacher-school fit may help reduce teacher mobility. / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2017

According to the U.S Department of Education, co-teaching is an intervention used to give students with disabilities access to the general education curriculum while in the general education classroom. It's necessary to evaluate the effectiveness of co-teaching as it relates to academic performance. However, there has been a dearth of research on quantitative studies related to co-teaching and their results have been inconclusive. This quantitative study explored whether co-teaching has a positive effect on academic performance compared to collaborative teaching, and adds to the literature in this area that is considered current. On an annual basis from 2002 to 2011, junior and senior students from each school district in Georgia were given the GHSGT. Descriptive statistics were performed on the demographics of the respondents, including gender and ethnicity. The Mann-Whitney U Test was performed to evaluate if there were significant GHSGT mean scores differences between the co-teaching and collaborative class settings. Results indicated that students with disabilities performed better in the collaborative setting in math, English, and writing; and students in the co-teaching setting did not perform better than students in the non co-teaching setting in all subject areas. These results support that co-teaching is not meeting the needs of all students with disabilities (SWD) in this school district. Butts County education professionals may want to use this research to help guide them in designing a special education program that focuses on the needs of the SWD and how to meet those needs. This study contributes to positive social change because it supports previous research that concludes the needs of all SWD are not being met. More research still needs to be conducted to determine how to meet the needs of these students.

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"The problem here is to determine the scholastic prediction in English at the college freshman level by means of the correlation coefficients of the following test scores and marks at North Texas State Teachers College..."--1.

This study was conducted to determine the effectiveness of alternative middle school programs utilizing a longitudinal, mixed methods design and was driven by research questions which analyzed trends in attendance, discipline, and Standard of Learning test pass rates in history and science for 8th, 9th, and 10th grade. It also examined student perceptions concerning preparedness for high school, skills previously taught, transition to high school, and relationships with peers and adults. Data on attendance, discipline, and SOL scores were collected from 34 students from the 2009-2010 8th grade cohort who attended one of two alternative middle schools. Attendance data indicated a decrease in the number of absences each year from 8th – 10th grade, ranging from two days to 53 days per student. Discipline data reflected a drop in discipline referrals, each year, from 8th to 10th grade. The greatest improvement in discipline, indicated by a decrease in per student referrals, occurred between 9th and 10th grade. History SOL results indicated a pass rate that remained between 70% - 71% for grades 8-10. The test results for the science SOL showed a drop in number of students passing from 8th to 9th grade and increasing from 9th to 10th grade. An analysis of interviews with twelve students found that they perceived their alternative middle experience as having a positive effect on relationships, both with peers and adults, and a desire to graduate. They attributed an improvement in relationship skills and ability to select positive relationships with alternative middle school attendance. Students consistently noted small class size, as experienced in the alternative middle school, as an influence on both behavior and achievement. Students previously considering dropping out of school felt their alternative middle school experience had contributed to their changed mindsets and goals. Overall this study indicated that students attending the alternative middle school for 8th grade perceived their experiences as providing greater social rather than academic preparation for high school. In addition, best practices are similar for high school and middle school alternative programs.

In this educational study, the research problem was that each semester a variable number of community college students are unable to complete an introductory computer applications course at a community college in the state of Mississippi with a successful course letter grade. Course failure, or non-success, at the collegiate level is a negative event for students and is a factor that leads to high attrition but does not always receive much research (Haynes Stewart et al., 2011). The purpose of this study was to see if a relationship existed between ACT scores (i.e., English, reading, mathematics, science reasoning, and composite) and student success in a computer applications course at a Mississippi community college. The first research question examined to see if the ACT composite test score was a statistically significant predictor of success in a computer applications course at a Mississippi community college. The second research question studied the ACT sub scores in English, reading, mathematics, and science reasoning to see if they were statistically significant predictors of success in the same course. Demographics of the sample were gathered from a multi-campus Mississippi community college along with the ACT scores and final grade in the computer applications class of the sample. Descriptive statistics were run and reported on the demographic data while bivariate and multivariate logistic regressions were utilized to examine predictability of the ACT scores in relation to course final grade. The time period covered by this study was from fall 2010 through spring 2012 excluding the summer semesters. The study showed that while the ACT scores were excellent predictors of inclusion in the success category, the ACT scores did a very poor job of predicting non-success. The study concluded with a summary of the findings as well as limitations of the study. Also discussed were recommendations for practitioners and policy makers to include making the information available to students, teachers, advisors, and administration as an advisement tool when deciding to take the computer applications class. As well, recommendations for future research include treating withdrawals separately, examining multiple schools for differences, and increasing internal validity.