State Monitoring of Low-Performing Schools: Examining Schoolwide Instructional Quality as a Leading Indicator of Improvement in Academic Outcomes Paper prepared for the Annual Meeting of the American Educational Research Association (Online, Apr 17-21, 2020).

Autor/inn/en	Therriault, Susan Bowles; Walston, Jill; Yibing, Li; Pan, Jingtong; Champagne, Erica
Titel	State Monitoring of Low-Performing Schools: Examining Schoolwide Instructional Quality as a Leading Indicator of Improvement in Academic Outcomes Paper prepared for the Annual Meeting of the American Educational Research Association (Online, Apr 17-21, 2020).
Quelle	(2020), (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Elementary Secondary Education; School Effectiveness; Low Achievement; Instructional Effectiveness; Educational Quality; Classroom Environment; Educational Improvement; State Programs; Outcomes of Education; Academic Achievement; Achievement Gains; Student Characteristics; Observation; Mathematics Achievement; Language Arts; English Instruction; Massachusetts; Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? Schuleffizienz; Unterdurchschnittliche Leistung; Unterrichtserfolg; Quality of education; Bildungsqualität; Klassenklima; Unterrichtsklima; Teaching improvement; Unterrichtsentwicklung; Regierungsprogramm; Lernleistung; Schulerfolg; Schulleistung; Achievement gain; Leistungssteigerung; Beobachtung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Sprachkultur; English langauage lessons; Englischunterricht; Master-Studiengang
Abstract	The Massachusetts Department of Elementary and Secondary Education (DESE), like other state education agencies, recognizes that a key lever to turning around low-performing schools is the quality of instruction and thus embeds a schoolwide instructional quality measure into its monitoring process. Massachusetts' schoolwide quality instruction score uses Teachstone's Classroom Assessment Scoring System (CLASS) tool to conduct observations in a sample of classrooms. In state-identified low-performing schools, there were significant positive relationships between schoolwide observation scores and school-level academic growth in both ELA and math, and in ELA academic achievement. Findings are important, because they suggest it is possible for a state to balance capacity limitations and still use an instructional quality measure that is predictive of improved student outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01