Literaturnachweis - Detailanzeige
| Autor/in | Wu, Mei Jiun |
|---|---|
| Titel | School Resources and Subgroup Performance Gains: What Works for Whom? |
| Quelle | In: Educational Administration Quarterly, 56 (2020) 2, S.220-254 (35 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0013-161X |
| DOI | 10.1177/0013161X19840400 |
| Schlagwörter | Academic Achievement; Educational Resources; Accountability; Achievement Gap; Educational Change; Class Size; Educational Technology; Teacher Competencies; Access to Computers; Predictor Variables; Teacher Student Ratio; Minority Group Students; Disadvantaged Youth; Limited English Speaking; Students with Disabilities; California |
| Abstract | Using a fixed effects model, a balanced panel data set of 6,922 schools in California from 2004 to 2011 was analyzed to see whether changes in resources would affect subgroup performance at intraschool level. Seven school resources variables previously demonstrated influential to school or subgroup achievement at interschool level were tested for their effects on Academic Performance Index (API) gains of eight subgroups. Teachers' in-district experience had the strongest positive impacts on API gains for all subgroups, ranging from 3.367 to 8.958 points, and teachers' total experience had the largest negative impacts on subgroup API, varying between -1.120 and -5.495 points. Increases in teachers' in-district experience, shares of highly educated and full-time equivalent teachers all offered promising outcomes for improving APIs of disadvantaged subgroups. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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