Length of the School Day and Its Influence on New Jersey High School Proficiency Assessment Scores

Autor/in	deAngelis, Phyllis
Titel	Length of the School Day and Its Influence on New Jersey High School Proficiency Assessment Scores
Quelle	In: AASA Journal of Scholarship & Practice, 13 (2016) 2, S.29-43 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-6569
Schlagwörter	High School Students; School Schedules; Language Arts; Regression (Statistics); Standardized Tests; Exit Examinations; Attendance; Socioeconomic Status; Statistical Analysis; Educational Practices; Predictor Variables; Mathematics Achievement; New Jersey + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schulzeiteinteilung; Sprachkultur; Regression; Regressionsanalyse; Standadised tests; Standardisierter Test; Final examination; Abschlussprüfung; Anwesenheit; Socio-economic status; Sozioökonomischer Status; Statistische Analyse; Bildungspraxis; Prädiktor; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	This paper presents results from an examination of the relationships between high school (HS) school day length and 2011 New Jersey High School Proficiency Assessment (HSPA) Math and Language Arts Literacy test results. Variables found to have an influence on standardized test scores in the extant literature were evaluated and reported. Hierarchical regression models were used to determine the strength of the predictive influence of these variables, specifically school day length, on both HS Math and Language Arts Literacy student performance. Results indicated that school day length does not have a significant influence on HS LAL achievement, but accounts for 1.8% of the variance in HS Math achievement scores. Implications for practicing administrators are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01