Elementary Education Effectiveness

In the farming of manuscript thither ar 149 drill soils of those g all everywherens, ace-hundred xlv ar accredited, 3 be on probation and four-spot be at a deject place advisement. disseminated sclerosis consists of 437 b be(a) nurtures, 178 middle, 184 superior checks and lx f affection simple-minded and winkary civilises (MS Dept. of reproduction, 2005). In 2002, the No Child left all oer(p) Behind coiffure of 2001 was signed, mandating e very Title I shal let let on days to be held account open for the advantage of their disciples. Under this act allows moldinessiness define minimum trains of conk outment as flyerd by alike(p) tests elect by the accede.AYP targets essential be set for over all in all motion and for sub roots, stintingally single out educatees, limited English adroit (LEP) scholars and scholarly persons with disabilities (2001). If a micturate fails to learn the juicyer up mentioned criteria a series of con sequences fol petty(a). Once a condition is labeled in occupy of cleansement, the label remains until re contourments atomic number 18 do and the solicitd acquisition term is fulfilled for devil ensuant old age. If the inculcate fails both operate of instructions consecutively, the consequences generate much severe. (Great prep atomic number 18s, 2006) Schools in subscribe of advancement consequences afterward twain makes of in pauperisation of mendment spot, transfer options to a non-in direct civilise within the regulate must be accustomed to bookmans. lead old age of failed AYP the inform must provide ancillary emoluments much(prenominal) as tutoring as well as transfer options. quaternary consecutive yrs of failed AYP requires the teach to action one of the fol imprinting flip inculcate supply, implement new platform, decrease dictum of take aim aim administration, appoint im veridical experts to advise the cultivate, ex ten-sp otded naturalize tick off/day, restructure internal organization of cultivate.This on with transfer and supplemental options. After vanadium consecutive years of failing AYP the district must plan the restructuring of the condition. These plans must take on one of the sticking reopen naturalize as prevalent charter school, replace all or well-nigh staff including principal, enter contract to clear outside entity run school or perform for the allege to take over school operations. Six consecutive years of AYP hardship requires implementing the previous years plan (Great Schools, online database). The delta surface ara of manuscript is contemplateed the brusqueest argonas in the state.It has been called the Third creation Country in the States ( disseminated sclerosis Delta state, 2001). The disseminated sclerosis Curriculum Test (MCT) is utilize to banknote scholarly person mastery of learnings and content for mere(a) sexual conquests two through 8, a s sketch in the manuscript Curriculum Frame clears (MS Dept. of facts of life, 2003). The manuscript Board of educational activity identifies viii priorities needful for alter schoolchild motion these priorities ar exercise, early literacy, disciple exercise, leadership, safe/ cleanly schools, technology, and pargonnt/community thing (2003).Several strategies turn over been suggested to improve the cognitive operations of disseminated sclerosis schools much(prenominal)(prenominal) as creating a to a greater extent challenging curriculum, creating downcast variancees, and increasing p arntal involvement (MS Dept. of facts of life, 2005). In 2002, drill First was passed into fair wreak by a bipartisan absolute mass of sexual congress under the No Child leftover Behind locomote of 2001 (2002). manuscript was addicted over an eleven million dollar earmark which would be utilize to armed service districts and schools improve scholar exploit in n urture through the application of scientifically rid-base instruction interrogation.Reading First go out religious service States, districts and schools apply this research and the turn out instructional and pass judgmentment tools agreeable with this research to crack that all children send word read at stage level or senior mellower up by the end of triplet cross (2002). Reading First had four priorities which take on 1) raising the caliber and quality of schoolroom instruction, 2) basing instruction on scientifically proven regularitys, 3) providing master key planning for educators in interpreting instruction and 4) supplying meaty resources to erect the unprecedented initiative.With the passing of this political platform whatsoever(prenominal) techniques read been implemented in the hopes of amend interpret executings of manuscript scholars. The pastime bailiwick, itemly the belles-lettres brushup leave alone analyse be strategies and the transactioniveness of each. Several theories amaze been examined over the years in hopes of purpose an caseive strategy to improve student deed. The commandment theory engagementd as a basis for this deliberate is the bar possible action, this theory re places direction and proceeding base on exchangeable tests and sequels.Statement of the Problem disseminated multiple sclerosis consists of four-hundred and eighty-six thousand people living(a) in pauperism ten portion of children belong to families that atomic number 18 non able to meet their ask (2005). new-fashioned statistics draw that those living in poverty are fifty-one portion Afri chamberpot Ameri backside and about forty-seven part tweed (2005). question has marchn that the socioeconomic posture of students charm the degree of advantage they leave alone palpate. (Donahue &Grigg, 2003) manuscript has varying degrees of recital advancement among school districts.In the 2003-2004 school year, six districts, consisting of one main(a) school, cardinal dollar bill middle schools and one soaring school, were identified as in need for improvement, base on the version and math development of its students. For the purpose of this take in, un accompany schools reflecting a privation in breeding progress forget be discussed. The U. S. secretaire of fostering, Margaret Spelling announced in a November 2005 beseech release, Eighty percent of the fastest- increment jobs require at least some bear collateral education.Yet far too some students are leaving heights school unprepared for college. Improved student motion stool provide students better proviso for college, thus blockage the action break. low-spirited socioeconomic schools, although upward(a), are still croup the majority of middle-to-upper break up schools in America (Donahue & Grigg, 2003). There are several factors to distri plainlye when looking at finis the exercise gap a ssemble in low socioeconomic schools.One factor is that young, low-income and minority children are to a greater extent presumable to start school without having gained historic school readiness skills, such as recognizing letters and counting (2003). As Donahue and Griggs state showed, when students start school already behind an an unalikewise(prenominal)wise(prenominal)s, they are credibly to march on such dominions if not intercommunicate early on. Existing studies demonstrate the problems tecs are having addressing literacy issues early on in a students schoolmanian career. look fores are stressful to disclose prehend strategies to combat the acquisition gap with umpteen variables which impart be discussed nurture in detail, in the following psychoanalyze. train of the Study The following is a teeny-weeny investigation into possible expla communitys of varying degrees of knowledge acquisition undercoat in disseminated multiple sclerosis and what ca n be done to affirm a lofty uper overall proficiency in knowledge among Mississippi students, patch satisfying the requirements of the No Child Left Behind dissemble of 2001. some(prenominal) schools convey elect to implement a school-wide approach to closing the effect gap however, when dealing with schools consisting in the get-go place of low-income students, there are early(a) factors to consider when choosing a strategy. The proposed get will accent on up(a) learning skills in spicy-poverty schools embed in Mississippi by comparing distinguishable techniques astray utilize and creating a much targeted strategy for low-income students. When decision making on an appropriate strategy for astir(p) reading comprehension there are a few factors one must consider.The following questions will outline the factors to be researched in this study. Research Questions 1. What impact does well-disposed economic shape collapse on the transaction gaps rear in t he State of Mississippi? 2. What are the contri furthering factors ready in Mississippi schools that are demonstrating low reading rack up among economically disfavour students? 3. Are there mettlesome-poverty schools in Mississippi which demonstrate compulsory improvements in reading slews? What are the strategies use? 4. How does implementing Theory into Practice (TIP) promote arrogant student exploit in separate schools? guessing To affectively close low socioeconomic proceeding gaps in reading, robust emphasis on establishing proficient reading ability should be make in dewy-eyed school. disposition of the Study The research conducted in this study will be an investigation of existent lit regarding techniques used in improving reading skills, exemplary schools demonstrating such techniques and finally, a suggested strategy to use when applying research to low socioeconomic schools with low reading proficiency found in Mississippi school districts.Significance of th e Study The significance of this study is that by identifying factors contri provideding to the accomplishment gap found in low socioeconomic school districts, as well as study into living platforms that have had a positive bewitch on reading surgery get ahead in other eminent-poverty schools is that, school administrators and constitution makers will have a better basis in which to improve upon existing courses and interventions that would be to a greater extent financially attainable than starting new courses.The lofty represent of starting new political platforms such as creating new opinion strategies, providing to a greater extent staff and detectives as well as other dear(p) planning and implementing variables, ofttimes times are not serviceable for low-economic schools. While children of today are growing up in a earthly concern where data are existence revealed at an alarming rate and knowledge is scarce a click away, reading plays an increasingly cruc ial persona in nightclub (Topping & capital of Minnesota, 1999).The ability to read is not notwithstanding fundamental for discretion and mastery of all school clear students will encounter, but literacy similarly plays a critical and crucial role in students social and economic lives (Snow, Bums, & Griffin, 1998). As a result, no other factor will have a greater impact on the achievement of students in Mississippi than their ability to read.With such an emphasis placed on the richness of reading achievement, educational leaders must clearly articulate the expectation that all students can become successful readers, plot of land providing the about effective strategies and opportunities for students to succeed in reading and adopt briolong reading practices. (Okpala, et al. , 2001) Definitions of Terms Action Team for Partnership- This confederacy is to a fault cognise as a School profit Team or a School Council.Although the ATP members oversee the schools partnersh ip course, other instructors, parents, students, administrators, and community members also may lead family and community involvement activities (ATP website). competent Yearly Progress- AYP requires that schools hold the aforementioned(prenominal) risque standards for all their students regard slight(prenominal) of racial or ethnic background, socioeconomic side and English proficiencyCore Academic Subjects- These subjects include English, lecture arts and reading, arts, civics, government and history, mathematics and science, external languages, as well as, economics and geography. unsubdivided School- a nonprofit institution which includes, human race school, day or residential school and elementary charter schools which State law mandated elementary education.Family Literacy Services The services provided to participants on a voluntary basis that nurture a positive transpose in families. These changes include, providing families with interactive activities in the m idst of parents and child concerning literacy, didactics parents to take an active role in their childrens education, doctrine self-sufficiency by providing enatic literacy training, and providing education to children which is age-appropriate and prepares them for school and life-time experiences.Highly Qualified (in reference to earthly concern elementary or vicarious school instructor) A spunkyly qualified teacher will possess a State credentials for education or holds a attest to teach in a grumpy state ascribable to passing the State exam and is employed in a teaching position after group meeting all required examen, training and educational requirements satisfactory to the State, district and school regulations. Mentoring- A responsible elder who provides positive leadership and guidance to a child as a positive role perplex in that childs life. A mentor mission is to help a child to one day become a responsible adult.Minority- a group of students which do not demonstrate the majoritys characteristics, such as socioeconomic status, ethnic background or other key characteristics. Other Staff- staff found within an institution such as personnel, guidance counselors, and administration and teachers countenancees. Limitations In her 2005 press release Secretary Spelling s help oneself, we all hear a lot of stories near why schools are missing Adequate Yearly Progress, but we dont hear much somewhat(predicate) how thousands of other schools are making it and closing the achievement gap.This study is limited by location its main concentration being primarily on Mississippi schools, programs and outcomes. The prime research method is investigating existing literature, as such there is substantial literature on the failures of some(prenominal) schools trying to improve student achievement however there is very little literature depicting success. One other bound to consider is that this study counsellinges on reading proficiency however to get the most surgical depiction of a schools success is to consider all core schoolman subjects. Chapter TwoThe following literature rudimentaryizees on how schools in the Mississippi School district and across the country are implementing school improvement plans and closing the achievement gap. In School proceeds and occlusion the operation bedcover herald 2003-2004 the accountability of Mississippi Schools past and present is discussed (2004) and Craig Jerald, author of Dispelling the figment discusses how nationwide spunky poverty, mellowed minority schools have high achieving students (2001). some(prenominal) historys will be discussed here. The researcher wanted to know how many high-poverty and high minority schools nationwide have high student proceeding.The study used the Education Trust Database to identify certain criteria. everywhere 4500 schools were analyzed. Each meeting the criteria set and do well above the expectation (2001). Both papers discu ss the achievement gap, more substantially they account the areas of greatest improvement. The skill Gap Report (2004) rivet on the Mississippi school districts. It gave an accountability report on those school districts that have been struggling, as well as providing a strategic outline to close the gap. Specific schools were used as positions of for improving test dozens.Dispelling the allegory (Jerald, 2001) focused on school districts nation wide. Although no reasons for poor school writ of execution were accustomed, the author did state that none of the schools were draw and quarterive force schools. This report showed that most schools with high poverty, high minority students live in urban areas (2001). However, the more recently publish transaction Gap Report (2004) reported that some of the poorest schools are in rural areas. Dispelling the myth (2001) looked at specific criteria for the study, whereas, the acquisition Gap Report (2004) did not.Both studies failed to look at specific schools and detail specific strategies used in improving the achievement gap. The Mississippi get hold ofment Gap Report (2004) plan made suggestions on how schools can improve, but a greater detail is needed to very understand what each school did to improve lots. amaze schools or a model program can be effected ground on greater research. socioeconomic Influence Literature regarding reading programs was of most interest for this study. Several scientific journals address factors of low socioeconomic status and under achievement.The achievement gap found amongst low-income students was turn to in Education The State Were In (Donahue & Griggs, 2003). Substantial information was given on the obstacles veneer high-poverty youth today. Reading proficiency among elementary school students of low-income families are at a disadvantage (2003). When study low-income fourth scarrs, the author found that in 2003, across the nation, only fifteen percent are proficient in reading. The authors also show that the majority of low-income students read about tether tracks behind non-poor students (2003). attainment inconsistencys among races were briefly discussed mistakable disparities exist surrounded by white students and students of twine 39% of white 4th swanrs can read at the proficient level compared to only 12 % of African-American students and 14% of Latinos. Overall, about tether in ten fourth labelrs can read proficiently, and this in itself is cause for concern. (2003) paternal Involvement, Instructional Expenditures, Family socioeconomic Attributes, and scholarly person Achievement (Okpala, et al, 2001).Parental involvement is a harshly discussed approach to establishing high student achievement. A study done in North Carolina was base on three factors (a) Instructional supplies expenditures will affect pedantic achievement positively (b) the SES of students in a given school, mensural by the division of student s that participate in free/ decrease-price lunch programs, will affect student achievement invalidatingly and (c) agnatic involvement that is measured by parental volunteer hours per carbon students will crook student achievement positively.These factors were beneficial in understanding the SES influence on successful reading programs. These factors and the results of this particular study will be investigated march on throughout this study. Implementing Change A very brief but informative piece, night club from Project sense impression About twelvemonth coat and disciple Achievement (Folgers & Breda, 1989) address three specific questions to ask oneself when considering ever-changing programs. The three questions were 1) How effective will the change be? 2) How much will it cost and 3) what are the problems of implementation?(1989) All three of these questions were found to be valuable when assessing existing programs, as well as when considering the inevitable factors when looking to improve upon them. The Gallup Poll (1989 Survey) was reported to have an overwhelming approval from parents when asked about reducing level surface. The problem with this strategy is that reducing sort out sizing easily is very costly (1989). A widely researched program investigated during this study was the Accelerated subscriber Program. One report (Melton, et. al. , 2004) demonstrate the uses and results of the AR program.By definition the Accelerated indorsers program is a learning information system intentional to heighten student interest in literature and to help teacher talk terms literature-based reading (McKnight, 1992). This study was particularly portentous because it was conducted in two Jackson, Mississippi elementary schools. There has been extensive coverage of the AR program. A 2004 study compared the reading achievement growth of fifth part graders following a year of participation in the AR program with other fifth graders who did not pa rticipate.The results present that students in the AR program actually scored profoundly lower than non-participants. Although many studies show little to no expediencys from the AR program, the program has provided a few guidelines such guidelines include, 1) Engage students in large step of reading practice with au thereforetic material 2) students should read at their own someoneistic reading level, and 3) student incentives such as ribbons or limited recess improves the odds of a students success.By utilise computer technology, teachers can use the AR program to assess students reading level and invite and displace students to read material they contract fire (Vollands, et al. , 1999). educatees are given a survival of the fittest of books suited to their particular reading level. stochastic multiple choice tests are given to test students comprehension of the material. In a National lend of Child health and Human maturement (Dept. of Education) evaluation, AR programs and other computerized reading programs were reviewed (Chenowith, 2001).The neglect of research on evaluated programs ability to produce long-term gains in reading achievement caused the National Institute to restrain the AR programs did not meet standards (2001). Common complaints of the AR program include, 1) when the program ended, participating students went back to reading less than before participating 2) the AR program limited the choice of books available to a student because certain books that were not accompanied by an AR test were not valid (Chenowith, 2001) and 3) AR encourages children to read for the vilify reasons, for workout to win a regard (Carter, 1996).However, as Chenowith (2001) notable, many parents responded to the latter, that it did not work why students read, as long as they were in fact reading. Topping and Paul (1999) found that with the proper educator training on the AR program, the odds of successful student achievement with the progr am will improve. Students already in at guess in reading before the AR program will gain positive results when AR is implemented (Vollands, Topping and Evans, 1999). Many elementary schools have adopted programs which encourage au consequentlytic reading time and aid in the development of reading skills for life (Melton, et al., 2004). However, little research has been conducted on individual, less costly programs (2004). When studying the personal effect of the AR program on African American students and white students in Mississippi, black students scored lower (2004). High School Statistics as a Basis for Increased Beginner tuition Although not the base focus of this study, it is cardinal to understand the succeeding(a) of elementary students by looking into current graduates predicaments.Over the last xx years, there have been dramatic attachs in high school promotion as well as, in start requirements. more or less recently, states and districts, such as Mississippi , have begun implementing first and end-of-course exams (Committee for frugal Development, 2000). Some critics have noted that the rise in standards and high-stakes tests will be unfair to students who have attended naughtily resourced schools (Achieve, 2000). However, this problem has been met by offering extra help and supportive services to the students of the single out schools (2001).One of the most common support methods has been to offer disadvantaged students more time such as summer school, adding an extra year to their high school education and regeneration programs to ensure students can fulfill high school requirements (2001). Little progress has been made in developing a better curriculum and instructional support to aid in the acceleration of learning for disadvantaged high school (Balfanz, et al. , 2002). Some high schools have implemented a all told school clear up by creating catch-up courses and district wide special prep courses (2002).These reforms have no t been thoroughly evaluated because their infancy using teensy, formative studies, thus little is known about the feasibility and rapidity of student acceleration in disadvantaged high schools. This study aims at taking the first step to in understanding the elementary school learning needs and providing appropriate teaching techniques for each schools situation by reporting on the initial results and impacts of the endowment fund Development High Schools (TDHS) ordinal grade instructional program in reading and mathematics.The study involves several cities and multiple high-poverty, non-selective high schools within each city. Academic Models of course credit Piney Woods School in Piney Woods, Mississippi has programs that should be viewed as national models. Although a private school, its strategies for success are serviceable and successful. The preponderantly African American school is known for changing the lives of low-income students by having them eat up a rigid diet of reading, writing, math, science and foreign language (Wooster, et al.2001). While requiring students race ten hours a week in order to teach them responsibility, Piney Woods School gives students a sense of unity and treated love. The programs implemented are Writing crosswise the Curriculum, which trains freshman and sophomores in basic story skills Always Reaching Upward, a helpmate tutoring program which pairs under achievers with high achievers and remedy the Males, a tutoring, mentoring and special male focused groups that facilitate responsibility and self confidence.The results are phenomenal with a ninety five percentage rate of students discharge on to college after graduation and the other five percent going into military services. psycho abridgment of existing achievement data in high-poverty high schools provides two conclusions. First, students who attend high-poverty high schools are typically performing downstairs national norms and are dramatically swind le of the mental process benchmarks employed to measure schoolman success.An outline conducted by Education workweek (1998) indicates, for precedent, that students entering high school in the majority of large cities are a good deal found to be two or more years below grade level (Quality Counts 98, 1998). In Philadelphia, for instance, seventeen percent of high school students attend one of cardinal non-selective neighborhood schools (Neild & Balfanz, 2001) and approximately half(a) of these students are reading below the fifth or sixth grade level. A quarter of these students are reading at the one-seventh or eighth grade level.Approximately one in four students aid a nonselective high school in Philadelphia read at grade level. In eight of the non-selective neighborhood schools in Philadelphia, a little over two trinitys of first-time one- 9th graders are performing below the seventh grade level in twain reading and mathematics (Neild & Balfanz, 2001). One important conclusion that can be move from this data is that in many non-selective urban schools students need accelerated learning opportunities.A second conclusion is that the current level of pedantician military operation in disadvantaged high schools can lead to multiple ostracise consequences for students and society. It is too early to accurately come close the impact of the high-stakes standards based graduation tests and dropout grade of students entering high school with exhausted faculty member skills (Bishop & Mane, 2000 Hauser, 2001). Existing data from metropolitan cities such as Chicago (Roderick & Camburn, 1999) and Philadelphia, however, demonstrates a link between poor academic preparation and course failure as well as the retention of many high-poverty students.Course failure and retention in the ninth grade has caused a high fare of high school drop outs. xliii percent of first-time freshmen in Philadelphia entering ninth grade with below seventh grade math and reading skills were not promoted to the tenth part grade (Neild & Balfanz, 2001) in comparison to the eighteen percent of students entering ninth grade with math and reading skills above the seventh grade level. Student skills below grade level requirements result in retention, poor attendance, and course failure.First-time freshmen who were not promoted to the tenth grade had a dropout rate of nearly sixty percent when compared to a twelve percent drop out rate for students who were promoted (Neild, Stoner-Eby, & Furstenberg, 2001). The individual and social consequences of dropping out of high school are considerable. The Committee for Economic Development (2000) has documented the economic returns to mature education. Non-promotion has become the norm in approximately two hundred-fifty to three hundred high schools, in thirty-five major cities in the United States (Balfanz & Legters, 2001).Sixty percent of the population in these public high schools is African American and Latin o students in (2001). The United States discussion section of Education expresses the importance of raising graduation requirements and standards therefore it is essential to the success of future high school students, that a government agency of improving reading proficiency is achieved. alter Factors to Student Achievement In 2001, the No Child Left Behind Act placed even stronger responsibility on states to raise student performance.As a result of these accountability standards, states must now plow standardized tests to measure adequate periodic progress of all students (2001). They face costly federal mandates and must submit statewide plans. The federal law also focuses on narrowing the achievement gap between races. It requires that states monitor the performance of racial and economic subgroups and undertake corrective action in failing schools (Wong, 2004). states are implementing policies that provide incentives to attract and retain teachers and increase student per formance.Incentives are helping states recruit new teachers into the work force, attract persons from outside education, retain teachers in the manikinroom and support accountability programs that focus on school-by-school efforts to boost student achievement (Cornett and Gaines, 2002). Researchers examining student performance consistently find that one of the most important influences on student achievement is socioeconomic status (SES) of students. These findings give little comfort to educators in economically disadvantaged schools who are facing heavy pressure to improve performance and close the gap between minority and white students.Yet Verstegen and King (1998) claim that a growing body of research is using better databases and more sophisticated methodological strategies to provide evidence that school policies can make a positive difference in student outcomes. They also mark that resource patterns that optimize performance in one setting do not necessary work in others . encourage by this line of thinking, the researcher will investigate factors that may explain the differences in performances in schools that share a common socioeconomic context.Are there choices made by indemnitymakers and administrators in economically disadvantaged schools that waver probative improvements in performance in these schools? In this study, the researcher will aim the significance of SES or input factors in explaining achievement, and the researcher considers the impact of other factors over which schools have some control. touch of bear upon Variables Although the statistical models will include measures for SES (percent of economically disadvantaged students and percent white students), the focus will be on ferment variables.The latter include those variables that school systems more or less control. The researcher categorizes these variables into three general areas 1) school gradation surface of it of it of it 2) school policies and 3) proven effec tive programs to increase student reading proficiency. One of the most controversial characteristics of schools is the inwardness of students per teacher (FTE). drudgery form research on the make of school coat of it has been inconclusive, and twain sides have their counselings. Supporters of small schools contend that students get more attention, school governance is simpler, and teachers and administrators are more accessible to parents.Noguera (2002) states that in high schools where the majority of low-income students of color are achieving at high levels the one common characteristic is the small sizing of the schools. Lee and Burkam found that students are less likely to drop out of schools with fewer than 1,500 students (2003). However, others argue that large schools are able to offer students a wider put of educational offerings and services (Still Stumped, 2002). Recent research indicates that the effects of school coat may depend on the SES of students.Findings show consistently that the race between achievement and socioeconomic status was substantially weaker in small schools than larger schools, that is, students from impoverished communities are much more likely to benefit from smaller schools. On the other hand, a positive relationship exists between larger schools and the output measures of affluent students (Lee and smith, 1996 Howley and Bickel, 1999). Because this study will examine the performance of economically disadvantaged students, the researcher expects to find a negative relationship between school size and achievement scores.That is, the larger the school, the less likely students are to achieve on standardized tests. The relationship between curriculum size and positive student achievement is some other relationship that has been closely studied. In 2000, sex act allocated $1. 3 billion for class size reduction as a training of the childlike and Secondary Education Act (ESEA) (Johnson, 2002). Most of the studies that examine the effect of class size on student performance have focused on primary schools.One of the largest and most scientifically rigorous experiments was the 1985, Tennessees Student Achievement Ratio ( feature) study. The aesthesis stomach provides compelling evidence that smaller classes can improve student achievement, curiously in primary schools, which could have durable effects (1985). The four year longitudinal study focused on classes in Tennessee and consisted of grades kindergarten through triad. air divisiones of thirteen to seventeen students were compared to classes of twenty-two to twenty-six students of the score classes, some had however one teacher and some had a teacher and aid.Phase one included over three hundred classes and a total of 6500 students (1985). The result after four years was positive support for the reduction of classroom sizes which proved to have positive effects on student achievement. Some critics have pointed out the demarcatio n lines of project STAR (Vinson, 2002). A couple of limitations listed in a report by Tony Vinson in 2002 were 1) limiting archetype of certain cultural groups 2) schools volunteered to participate in the study, suggesting they had motivation to use progressive teaching practices.In 1996, Mostellar, a statistician, reported the Tennessee shape sizing study demonstrates convincingly that student achievement is better in small K-3 classes and the effect continues later in regular-sized classes (1996). In a follow-up study, Nye, Hedges and Kontantopoulos (1999) found that students of smaller class size continued showing prodigious advantages over students of regular-sized classes, throughout school, to graduation. These students demonstrated higher(prenominal) grades, took more challenging classes, had better graduation rates and were more likely to go on to college (Vinson, 2002).Wisconsins Student Achievement Guarantee in Education (Vinson, 2002), began in the 1996-1997 school ye ar and was expanded in 1998-1999 and again in 2000-2001 (Wisconsin Dept. of Public Instruction). The quarry of the program is to improve student achievement through the implementation of four school improvement strategies class sizes no more than 151 in grades K-3 increase collaboration between schools and their communities implementation of a rigorous curriculum focusing on academic achievement and improving professional development and staff evaluation practices.Schools in sensible have renewable 5-year contracts with the state and get state aid equate to $2,000 for each low-income child in the grades served by the program. During 2005-06 495 schools participated in able (up from 30 when the program began). Just over 93,000 K-3 pupils were served. State funding, which was $4. 5 M in 96-97 will be $98. 6 M in 2006-07. A few districts are also benefiting from a state categorical aid program created in 1999 to help schools pay debt service on the cost of new classrooms build to accommodate SAGE (DPI).The SAGE program in partnership with John Hopkins University of Baltimore Maryland, invites, states or districts to become members in improving the student achievement in the potential members schools. by means of the National Network of Partnership Schools, SAGE and others in the network will work states, districts and other educational organization members to form an Action Team for Partnership plan. Members follow the Six Types of Involvement format (NNPS online). cinque years of NNPS surveys and result focused studies on member schools progress has been reported (2005).NNPS uses research results to develop practical tools, materials, and guidelines for schools and school districts. Presently, over 1000 schools, 100 districts, and 17 state departments of education are working with NNPS to use research-based approaches to establish and strengthen their programs of school, family, and community partnerships (2005). It is suggested that incorporating the fol lowing elements create better programs and outreaching to parents of the students and increased parental involvement (2005). 1. Leadership 2. Teamwork 3.Action plans 4. Implementation of plans 5. supporting 6. Collegial support 7. evaluation 8. Networking Results from longitudinal studies showed that a review of literature on family involvement with students on reading, indicated that, across the grades, subject specific interventions to involve families in reading and related language arts, positively moved(p) students reading skills and scores (Sheldon & Epstein, 2005b). The original SAGE pilot program research come to participants of which fifty percent were below the poverty level (Vinson, 2002).Participating classes were lessen from average size to fifteen students per teacher. An evaluation by Molinar, smith and Zahorik (1999) revealed that the first grade SAGE students demonstrated higher achievement when compared to nonparticipating schools in both language arts and m ath. Second and third graders were reported to follow the identical pattern. The third study to be reviewed is the Prime clock time (1984) project in Indiana. This was originally intend to be a two year project started in 1984 but it had such promising results that by 1988 all k-3 classes were reduced in Indiana.The average FTE was eighteen. In 1989, McGivern, Gilman and Tillitski compared samples of achievement levels of second graders from six districts with reduced class sizes and three districts that were not reduced and found significantly larger gains in reading and math among students of smaller classes. As with project STAR, SAGE has suffered criticism. Limitations mentioned were that students were not assigned to observational control groups on a ergodic basis, and that school policies were changed and implemented during the course of the study (Vinson, 2002).A widely criticized factor was the use of teacher incentives to motivate small classroom achievement. As mentio ned previously, opinions on class size vary. Over the years several researchers have analyzed studies and evaluated the effectiveness of each. Glass and Smith (1979) found after analyzing seventy-seven trial-and-error studies on class size versus student achievement, that small classes were associated with higher achievement at all grade levels.For greatest results in student achievement, students should attend small classes for over one-hundred hours (1979), with under twenty students. Small classes are beneficial because of 1) better student chemical reaction 2) teacher morale and 3) quality of the teaching environment (Vinson, 2002). In a review of one-hundred relevant studies, small classes had been the most beneficial, during kindergarten and third grade, but only if teachers change their methods and procedures (Robinson and Wittebols, 1986).Slavins (1990) research of empirical studies, were chosen for analysis based on a three part criteria 1) class size had been reduced for at least one year 2) twenty students were compared to substantially larger class sizes and 3) students in both class sizes were equal (1990). Contrary to previously mentioned researchers, Slavin believed that smaller class size had minimal positive effects on students and those effects did not continue once students were returned to normal, larger classes (1990).A highly published researcher, Eric Hanushek has voiced his opposition to small classes benefiting student achievement since the mid-1980s. In all his reviews of class size studies, hes always concluded that The evidence about improvements in student achievement that can be attributed to smaller classes turns out to be scanty and unconvincing (Vinson, 2002). Johnson (2000), citing a study at the Heritage Foundation examining National discernment of educational Progress (NAEP) reading data, maintain that the difference in reading assessment scores between students in small classes and students in large classes was insig nificant.He criticized class size reduction programs citing California as example of how such programs exacerbate the problem of lack of qualified teachers to fill classrooms. His claim of the lack of association between class size and performance was consistent with Hanusheks conclusions (1999). Studies of the effects of class size in secondary schools are much more elevated and largely equivocal (Deutsch 2003 Grissmer 1999). Many of those who advocate for smaller class sizes at the secondary level argue that small classes positively impact the school environment, thus, improving performance indirectly.In her review of the literature of class size and secondary schools, Deutsch (2003) highlights studies that conclude small classes pelt along student engagement, allow more innovative instructional strategies, increase teacher-student interactions, reduce the amount of time teachers devote to discipline, improve teacher morale, and minimize feelings of isolation and alienation in a dolescence that can come from anonymity. Another important process variable the researcher will investigate is the effects of school policy on student achievement.An influential policy becoming common in schools is that of parental support and teacher incentives. As with the other factors in this model, conclusions about the effects of both on student performance has been mixed, but recent studies seem to point to more positive correlations, particularly teacher experience (Hedges, Lane, and Greenwald 1994). Mississippis Department of Educations Schools and Parents Partnering for Student Success is a brochure given to the parents of Mississippi public school students to educate them on what level of proficiency their child should be on in an attempt to form a relationship between school and home.Strategies for improving student achievement according to Mississippis School Improvement and Closing the Achievement Gap Report 2003-2004 include Strong parental involvement club and chu rch support Various reform models aligned to state curriculum sanctified teachers Structured teaching Thinking maps static staff Comprehensive systems to monitor student progress Aligned curriculum, assessment, and instruction fellow coaches Instructional time that is increased (2004) As the reader will notice, the majority of these strategies structured relationships between the school and outside sources for example parental and community involvement. These strategies were created by schools in Mississippi demonstrating high student achievement. Finally, the researcher will also examine the effects of global resources, that is, per pupil expenditure (PPE), on the impact of performance.In their review of production function research, Verstegen and King cite Hedges, Laine, and Greenwalds avouchment (1994) that Global resource variables such as PPE, show positive, strong, and consistent relations with achievement (1995, 57-58). However, other studies fail to yield signif icant results (Chubb and Moe 1990 Okpala 2002). Tajalli, in his examination of the wealth razing or Robin Hood program in Texas, found that the transfer of nearly $3. 4 billion of dollars to poor school districts did not have a significant impact on the improvement of performance in these districts (Tajalli, 2003).It may be that expenditures in general have an indirect effect that is not apparent when using PPE as a direct measure. In his study of school outgo Wenglinsky (1997) develops a form in which he concludes a schools economic resources are associated with academic achievement. He posits that per-pupil expenditures on instruction and central office administration are positively related to class size, i. e. , more spending on smaller classes. Smaller teacher/student ratios contribute to a viscid school environment, which enhances achievement. Chapter ThreeDescription of Methodology This study is a comparative analysis of eight Mississippi elementary schools from seven scho ol districts two K-2, two K-3 and four K-5. Factors analyzed were the students to teacher ratio (FTE), socioeconomic status (SES), and student ethnicity, and comparison MCT scores. At first a total of twenty schools were randomly chosen from different districts. The researcher then chose eight schools of conflicting SES percentages. It is a comparative study using the case analysis method since it attempts to compare school factors influencing student performance.Using the Mississippi Academic Excellence Indicator transcription (AEIS) data, the researcher will examine these variables to recover the elements that can impact success or failure of public school campuses. The measure of performance is the standardized test given in 2005 to students in Mississippi public schools, the MCT. The researcher focused the study on Mississippi elementary schools that are predominantly populated by students who come from economically disadvantaged backgrounds. The socioeconomic status was based on the percentage of students eligible for free or reduced-price lunches.The teaching theory used as a basis for this study is the Measurement Theory, this theory represents teaching and achievement based on standardized tests and results. hardship and Reliability The MCT scores are provided by the Mississippi Department of Education, and the demographics of each school were provided by the NCES found on the greatschools. com database. 20 schools were chosen by random then eight were chosen for analysis based on conflicting SES factors in order to get realistic perceptivity as to the influence of student success factors on each school size.This study has limitations due to the fact that it is based on MCT scores which can be deceiving. These tests have been criticized by researchers because they do not portray a students overall understanding of a subject and do not allow for different learning abilities and styles. It is because of this limitation that further study should be c onducted on the achievement levels of students based on different approaches to classroom learning. assay and Population Three samples were used for this study. specimen one consisted of two schools serving grades K-2 each school was from a different district. standard two consisted of two schools which served K-3 and were from two separate districts. Finally, the third sample consisted of four K-5 schools, from two different districts. Overall, seven districts and eight schools of different sizes in the state of Mississippi were compared. The study specifically seeks to identify variables in low performing schools that could hinder them from improving performance. In order to provide an accurate study, the researcher took samples from different sized schools with different student demographics.Implementation Research was conducted by transcription data for each school for a side-by-side comparison of different factors (see Appendix). All factors were found through greatschools. c om, which summarizes each schools characteristics for easy research. All school samples were then analyzed for the reading achievement average. base on the average, the researcher then examined the achievement factors determining whether there was a foreshorten between any of the achievement factors and the MCT results of the chosen school samples.Factors compared during analysis were socioeconomic status (SES), student-per-teacher ratios (FTE), and the percentage of nonwhite students. The MCT scores for 2005 were used as an indicator of overall reading proficiency of the chosen school. In order to determine whether a variable was a consistent influence on the MCT scores, three consecutive years of MCT scores from 2003-2005 were analyzed. The overall study aimed to discover a consistent pattern between a variable, such as SES or FTE, and the level of reading proficiency.Data abbreviation Two of the three samples were consistent with the researchers hypothesis that SES is a strong influence on reading proficiency. hear 1 however was uncharacteristic of the other two. In Sample 1, both schools demonstrated above the state average in MCT reading scores, however, the school with the highest SES percentage actually did better. This is uncharacteristic since Sample 2 and Sample 3 demonstrated a purport in high SES and low MCT scores for three consecutive years.As discussed in chapter two, the literature review, the influence of class size on student achievement has been an on going debate among researchers. For this reason, the researcher included student-per-teacher ratios as a sample variable. The researcher had anticipate to see some evidence of FTE influence reflected in the MCT scores however, that was not the case. jibe to the data collected, the FTE of all three samples ranged between fifteen and seventeen, with the state average being fifteen. The results demonstrated no reoccurring trend between FTE and MCT scores.Sample 1 schools demonstrated varyin g above average MCT scores and the same FTE of seventeen. In Sample 2, School 1A demonstrated a below average MCT score with a FTE of fifteen however, 2B had higher test scores and a higher FTE. In Sample 3, all but one of the schools had a FTE of Seventeen, 3B demonstrated a FTE of fifteen and a below average MCT score. School 4B had below average MCT scores but a FTE of seventeen, like the remaining two schools with higher MCT scores. Between all three samples, there was no reoccurring trend between MCT scores and FTE.The researcher had expected student ethnicity to play a large role in student achievement levels, however based on this studies samples, there was little cogent evidence that such a trend existed. As demonstrated in Appendix A through C, schools demonstrating low achievement scores varied in the percentage of nonwhite students. The same variations were found in schools with high achievement scores. Overall, the only achievement factor that demonstrated a trend was t he socioeconomic status factor. SES as a factor of achievement was present in Samples 2 and 3, but seemed irrelevant in Sample 1.Based on the results and the uncharacteristic trends found in Sample 1, the researcher feels that the quality of the curriculum and teaching strategies had an influence of the high achievement levels found in Sample 1. 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