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Henry, Denfield L.; Nistor, Nicolae; Baltes, Beate – Journal of Educational Research and Practice, 2016
Multiple studies propose that English proficiency dictates English language learners' (ELLs) performances on mathematics assessments. The current study investigates the predictive power of English proficiency on mathematics scores, while controlling for gender, socioeconomic status (SES), and grade level among ELLs at a south Florida elementary…
Descriptors: English Language Learners, Language Proficiency, Elementary School Students, Scores
Uccelli, Paola; Galloway, Emily Phillips; Barr, Christopher D.; Meneses, Alejandra; Dobbs, Christina L. – Reading Research Quarterly, 2015
Despite a long-standing awareness of academic language as a pedagogically relevant research area, the construct of academic-language proficiency, understood as a more comprehensive set of skills than just academic vocabulary, has remained vaguely specified. In this study, we explore a more inclusive operationalization of an academic-language…
Descriptors: Interdisciplinary Approach, Language Proficiency, Academic Discourse, Reading Comprehension
Drugli, May Britt – Scandinavian Journal of Educational Research, 2013
This study explored the association between teacher-reported student-teacher relationship quality (closeness and conflict) and demographic factors, school functioning and child mental health in a cross-sectional study. The study was conducted among a national sample of Norwegian school children (N?=?825) in grades 1 to 7. Bivariate analyses and…
Descriptors: Case Studies, Foreign Countries, Teacher Student Relationship, Mental Health
Kieffer, Michael J. – Journal of Research on Educational Effectiveness, 2013
Educators and policymakers are paying increased attention to the academic outcomes of students in the middle grades (i.e., Grades 6-8). One reform proposed to improve outcomes for these students is to replace middle schools (with Grade 6-8, 7-8, or 7-9 configurations) with K-8 schools. This longitudinal study evaluated the effects of continuously…
Descriptors: Academic Achievement, Middle School Students, School Organization, Instructional Program Divisions
Isenberg, Eric; Hock, Heinrich – Mathematica Policy Research, Inc., 2012
In this report, the authors describe the value-added models used as part of teacher evaluation systems in the District of Columbia Public Schools (DCPS) and in eligible DC charter schools participating in Race to the Top. They estimated (1) teacher effectiveness in DCPS and eligible DC charter schools during the 2011-2012 school year; and (2)…
Descriptors: Value Added Models, Teacher Evaluation, Public Schools, Urban Schools
Hatcher, Catherine; And Others – 1974
To answer questions concerning the simple and multivariate relationships of intelligence, divergent thinking, and self-concept with reading achievement, measures of verbal divergent thinking and self-concept were administered to 188 students from an urban, lower middle class, elementary school. Reading achievement and intelligence scores were…
Descriptors: Convergent Thinking, Divergent Thinking, Elementary School Students, Instructional Program Divisions
Marshall, Jon C.; Powers, Jerry M.
A study was conducted to: (1) determine the simple and multiple correlation coefficients between selected educational/personal variables and academic achievement at intermediate grade levels as measured by the Iowa Tests of Basic Skills; (2) determine the multiple linear regression equations for predicting individual student achievement as…
Descriptors: Academic Achievement, Age, Arithmetic, Correlation