Teacher Effects, Student School Attendance and Student Outcomes: Comparing Low and High Performing Schools in North Carolina

Autor/inn/en	Etim, James S.; Etim, Alice S.; Blizard, Zachary D.
Titel	Teacher Effects, Student School Attendance and Student Outcomes: Comparing Low and High Performing Schools in North Carolina
Quelle	In: Educational Research Quarterly, 44 (2020) 2, S.48-76 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0196-5042
Schlagwörter	Middle School Teachers; Middle School Students; Attendance; Teacher Characteristics; Academic Achievement; Faculty Mobility; Teaching Experience; Scores; Pedagogical Content Knowledge; Teacher Certification; North Carolina + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; Anwesenheit; Schulleistung; Pädagogische Kompetenz
Abstract	The No Child Left Behind Act (2002) stipulates that states assess students during their K-12 educational experience at various points as a way of measuring student learning. In North Carolina (NC), the State has the NC Schools Report Card that documents to the public, parents and educators the state of education in the schools annually. A major goal of school districts and schools is to ensure student success, including high level of pass on the state achievement tests. Educational planners, policy makers, teachers, parents and other interested parties are engaged in studies and strategies on how to improve the student performance in schools and the overall quality of education. Teachers are an important variable in student learning. A literature review showed that in some studies there was a positive relationship between teacher certification, experience and possession of advanced degree and student achievement while others did not show such relationship. Apart from teacher variables, researchers have pointed to other school variables and student variables as relevant in the discussion of student performance/ achievement. For example, Betts, Zau, and Rice (2003) pointed out that "the percentage of days a student was absent was a strong negative predictor of each student's gain in achievement in math and reading." (p.2). Given the importance of teachers and student school attendance in student learning, the purpose of this study was to find out the following: (1) Is there a relationship between fully licensed teachers and school performance in NC public middle schools?; (2) Is there a relationship between teachers with advanced degrees and school performance in NC public middle schools?; (3) Is there a relationship between a one year teacher turnover and school performance scores in NC public middle schools?; (4) Is there a relationship between teacher experience and school performance scores in NC public middle schools?; and (5) Is there a relationship between student school attendance and school performance in NC public middle schools? Data were taken from the NC School Report Cards (SRC) datasets (NCDPI, 2019). The data used in this study are specifically for NC public middle schools for the years 2018 and 2017. The analysis and results are presented by looking at the frequencies of particular performance grades earned by NC middle schools. The authors display descriptive statistics and data visualizations for the variables corresponding to the specific research questions, followed by the specific hypotheses being tested. Hypotheses are tested with the results from the linear regression and ordered logit. (ERIC).
Anmerkungen	Behavioral Research Press. Grambling State University, Math Department, P.O. Box 1191, Grambling, LA 71245. Tel: 318-274-2425; Web site: http://erquarterly.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01