Literaturnachweis - Detailanzeige
| Autor/inn/en | Hart, Holly; Young, Christopher; Chen, Alicia; Zou, Andrew; Allensworth, Elaine M. |
|---|---|
| Institution | University of Chicago Consortium on School Research |
| Titel | Supporting School Improvement: Early Findings from a Reexamination of the "5Essentials" Survey. Research Report |
| Quelle | (2020), (77 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Educational Improvement; School Districts; Surveys; Accountability; Predictive Validity; Elementary School Students; Grade Point Average; High School Students; Outcomes of Education; Scores; Attendance; Enrollment; Mathematics Tests; Reading Tests; Illinois (Chicago) |
| Abstract | The "5Essentials Survey" is one of the few validated instruments to measure school climate. Schools that are strong in at least three of the five essential supports are up to 10 times more likely to experience substantial gains in students' math and reading scores. More than 6,000 schools nationwide have administered the "5Essentials Survey." Due to changes in education, including an increased emphasis on accountability policy and the role of the "5Essentials" data in accountability, it is time to re-examine the validity of the "5Essentials" in predicting school improvement and student outcomes. This study adds an important additional outcome for elementary schools--students' GPAs--and, even more importantly, also assesses the validity of the "5Essentials Survey" in high schools. The high school analyses encompass a range of outcomes: test scores, attendance, GPAs, Freshman OnTrack rates, and college enrollment. [For "Supporting School Improvement: Early Findings from a Reexamination of the "5Essentials" Survey. Executive Summary," see ED608156.] (As Provided). |
| Anmerkungen | University of Chicago Consortium on School Research. 1313 East 60th Street, Chicago, IL 60637. Tel: 773-702-3364; Fax: 773-702-2010; Web site: http://consortium.uchicago.edu/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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