Relationships between Schoolwide Instructional Observation Scores and Student Academic Achievement and Growth in Low-Performing Schools in Massachusetts. Appendixes. REL 2020-026

Institution	National Center for Education Evaluation and Regional Assistance (ED); Regional Educational Laboratory Northeast & Islands (ED); Education Development Center, Inc. (EDC)
Titel	Relationships between Schoolwide Instructional Observation Scores and Student Academic Achievement and Growth in Low-Performing Schools in Massachusetts. Appendixes. REL 2020-026
Quelle	(2020), (21 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Observation; Scores; School Effectiveness; Academic Achievement; Achievement Gains; Mathematics Achievement; English; Language Arts; Classroom Environment; Elementary Schools; Secondary Schools; Elementary School Students; Secondary School Students; Educational Quality; Massachusetts; Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? Beobachtung; Schuleffizienz; Schulleistung; Achievement gain; Leistungssteigerung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; English language; Englisch; Sprachkultur; Klassenklima; Unterrichtsklima; Elementary school; Grundschule; Volksschule; Sekundarschule; Sekundarschüler; Quality of education; Bildungsqualität; Master-Studiengang
Abstract	These are the appendixes for the report, "Relationships between Schoolwide Instructional Observation Scores and Student Academic Achievement and Growth in Low-Performing Schools in Massachusetts." This study examined the relationships between schoolwide instructional observation scores in these domains and schoolwide student academic achievement (measured by the percentage of students who met or exceeded expectations on state assessments) and growth in low-performing schools while taking into account what might be attributed to the schools' percentage of economically disadvantaged students and to school grade span. It found a statistically significant positive relationship between schoolwide instructional observation scores in the classroom organization domain and schoolwide student achievement in English language arts. There was no significant relationship between scores in any other domain and achievement in English language arts or between scores in any domain and achievement in math. The relationship between instructional observation scores and student achievement may be weak because achievement may be influenced by other factors, including students' prior academic achievement and the economic and social challenges their families face. The study also found statistically significant positive relationships between schoolwide instructional observation scores in each domain and schoolwide student growth in both English language arts and math. On a 7 point scale, a 1 point increase in schoolwide instructional observation score was associated with an increase in schoolwide student academic growth of 4.4 percentile points in English language arts and 5.1 percentile points in math. Three appendixes are included in this document: (1) About the study; (2) Methods; and (3) Supporting analyses. [For the full report, see ED607493; for the study brief, see ED607496; and for the study snapshot, see ED607497.] (ERIC).
Anmerkungen	Regional Educational Laboratory Northeast & Islands. Available from: Institute of Education Sciences. 550 12th Street SW, Washington, DC 20202. Tel: 202-245-6940; Web site: https://ies.ed.gov/ncee/edlabs/regions/northeast/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01