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| Autor/inn/en | Vogler, Kenneth E.; Schramm, Susan; Allan, Audrey; Parler, Jake D. |
|---|---|
| Titel | Using Instructional Time and Race/Ethnicity to Predict Social Studies Accountability Test Results |
| Quelle | In: Journal of Educational Research and Practice, 10 (2020) 1, S.199-220 (22 Seiten)
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| Zusatzinformation | ORCID (Vogler, Kenneth E.) ORCID (Schramm, Susan) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2167-8693 |
| Schlagwörter | Time Factors (Learning); Time on Task; Race; Ethnicity; Predictor Variables; Social Studies; Accountability; Test Results; Academic Achievement; Middle School Students; Grade 7; Scheduling; Achievement Gap; Racial Differences; South Carolina |
| Abstract | This study investigated the relationship among the variables instructional time configuration, gender, race/ethnicity, and poverty to predict the academic performance of seventh-grade students on a state-mandated social studies accountability test. Results of 24,919 seventh-grade student social studies test scores from 117 middle schools, as well as a survey given to principals of the same 117 middle schools, were analyzed. A hierarchical multiple regression analysis showed that when controlling for poverty, the variables instructional time configuration and race/ethnicity were significant, explaining 11% of the variation in student social studies accountability test results; a small effect. Analysis of variance (ANOVA) and analysis of covariance (ANCOVA) were also used to illuminate the relationship of these variables on accountability test performance. (As Provided). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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