The Influence of the Length of the School Day on the Percentage of Proficient and Advanced Proficient Scores on the New Jersey Assessment of Skills and Knowledge for Grades 6, 7, and 8

Autor/in	Sammarone, Danielle
Titel	The Influence of the Length of the School Day on the Percentage of Proficient and Advanced Proficient Scores on the New Jersey Assessment of Skills and Knowledge for Grades 6, 7, and 8
Quelle	In: AASA Journal of Scholarship & Practice, 13 (2016) 2, S.4-28 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-6569
Schlagwörter	Grade 6; Grade 7; Grade 8; Correlation; Language Arts; Mathematics Achievement; Socioeconomic Status; Low Achievement; High Achievement; Student Records; Data Analysis; Predictor Variables; School Schedules; Academic Achievement; Skill Analysis; Multiple Regression Analysis; New Jersey + Suchen Sie Ihr Suchwort? School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Korrelation; Sprachkultur; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Socio-economic status; Sozioökonomischer Status; Unterdurchschnittliche Leistung; Schülerakte; Auswertung; Prädiktor; Schulzeiteinteilung; Schulleistung
Abstract	The purpose for this correlational, cross-sectional, explanatory was to explain the influence of the length of the school day on the total percentage of students who scored Proficient or Advanced Proficient (TPAP) on the New Jersey Ask (NJ ASK) in Language Arts and Mathematics in Grades 6-8 in for student populations with low, median, and high socio-economic status who attended schools with below average, average, and above average school day lengths. The data analyzed included the length of the school day with controlled student, staff, and school variables. The results from the study serve to distinguish how this intervention influences TPAP based upon socioeconomic status (SES). The study used over 600 public schools for each grade level/subject combination. For all grade level/subject combinations, socioeconomic status (SES) by far had the largest predictive contribution to the dependent variable compared to the other predictor variables. (ERIC).
Anmerkungen	AASA, The School Superintendent's Association. 1615 Duke Street, Alexandria, VA 22314. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01