Executive Summary of Achievement in Basic Skills: 4th/8th Grade, Public and Parochial Schools.

Autor/inn/en	Bassis, Michael; und weitere
Institution	Rhode Island Univ., Kingston. Curriculum Research and Development Center.
Titel	Executive Summary of Achievement in Basic Skills: 4th/8th Grade, Public and Parochial Schools.
Quelle	(1976), (32 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Achievement Tests; Age Differences; Basic Skills; Demography; Educational Environment; Elementary Education; Elementary School Curriculum; Grade 4; Grade 8; National Norms; Parent Attitudes; Parochial Schools; Performance Factors; Psychometrics; Public Schools; Socioeconomic Status; Standardized Tests; Teacher Attitudes; Test Results; Rhode Island; Iowa Tests of Basic Skills + Suchen Sie Ihr Suchwort? Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Age; Difference; Age difference; Altersunterschied; Basic skill; Grundfertigkeit; Demografie; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Elementarunterricht; School year 04; 4. Schuljahr; Schuljahr 04; School year 08; 8. Schuljahr; Schuljahr 08; Elternverhalten; Konfessionsschule; Leistungsindikator; Psychometry; Psychometrie; Public school; Öffentliche Schule; Socio-economic status; Sozioökonomischer Status; Standadised tests; Standardisierter Test; Lehrerverhalten
Abstract	This study addresses two questions: (1) Why do fourth grade students in Rhode Island perform better on the Iowa Tests of Basic Skills (ITBS) than eighth grade students?, and (2) Why do Rhode Island parochial students perform better on the ITBS than public school students? The examination of both questions focused on three areas: school setting factors, population factors, and psychometric and test-intrinsic factors. Data were collected from interviews with teachers and administrators, a teacher questionnaire, demographic and test score files from the Rhode Island Department of Education, and the ITBS technical manuals. Public school fourth to eighth grade differences were substantiated and attributed to differences in teacher perceptions of parental support, time spent in teaching reading, rate of absenteeism, and teacher perceptions of the effectiveness of discipline procedures. Likewise, parochial/public school differences were attributed to differences in the percentage of female students, teacher perceptions of parent support and student motivation, fathers' occupational status, time spent in teaching basic skills, pupil/teacher ratios, rate of absenteeism, and teacher perceptions of the effectiveness of discipline procedures. Complete data are available in the final report (TM 007 157). (BW)
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC