Relationships between Schoolwide Instructional Observation Scores and Student Academic Achievement and Growth in Low-Performing Schools in Massachusetts. Study Snapshot. 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. Study Snapshot. REL 2020-026
Quelle	(2020), (1 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	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	The Massachusetts Department of Elementary and Secondary Education, like other state education agencies and school districts, recognizes that the quality of instruction is a key lever to turning around low-performing schools. As part of annual monitoring of low-performing schools, the department uses Teachstone's Classroom Assessment Scoring System (CLASS) instructional observation tool to assess the quality of teacher and student interactions in three domains: emotional support, classroom organization, and instructional support. Researchers at the department and the Regional Educational Laboratory Northeast & Islands examined the relationships between schoolwide instructional observation scores gathered during annual monitoring visits to low-performing schools and schoolwide student academic achievement and growth. While relevant for policy, the associations may not be generalized to other types of schools and do not imply causal relationships. [For the full report, see ED607493; for the appendixes, see ED607495; and for the study brief, see ED607496.] (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