Narrowing in on Educational Resources That Do Affect Student Achievement

Archibald, Sarah

doi:10.1207/s15327930pje8104_2

Cited by 54 publications

(59 citation statements)

References 22 publications

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“…Archibald (2006) examined resources influencing student achievement and found that school size had a negatively significant effect on reading and mathematics. Andrews, Duncombe, and Yinger (2002) reviewed the literature on educational expenditures and suggested that there might be a school size at which the student achievement would become negatively affected.…”

Section: School Characteristics Influencing Science Achievementmentioning

confidence: 99%

“…Andrews, Duncombe, and Yinger (2002) reviewed the literature on educational expenditures and suggested that there might be a school size at which the student achievement would become negatively affected. Archibald (2006) used multilevel modeling to examine resources affecting student achievement and found that student background characteristics mattered not only at the student-level but for the school-level as well. The contextual effect was strongest for school-level poverty and affected both reading and mathematics achievement, which might be due to the concentration of poverty at certain schools.…”

Section: School Characteristics Influencing Science Achievementmentioning

confidence: 99%

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Student and school predictors of high‐stakes assessment in science

et al. 2010

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This study examined both student and school predictors of science achievement as measured by a high-stakes state test. The study involved 23,854 fifth-grade students from 198 elementary schools in a large urban school district with a diverse student population. Multilevel modeling was conducted to examine both student and school predictors simultaneously. The study examined three sets of variables: (a) student characteristics, (b) the impact of reading and mathematics achievement on science achievement with English language learners, and (c) school characteristics. The results add new insights to the existing literature while also confirming the known results. The study contributes to the literature by addressing a high-stakes science test (compared to national and international databases), using diverse student groups including English language learners in urban settings, examining elementary school science (compared to middle and high school science), and using a multilevel framework (compared to a single predictor).

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Section: School Characteristics Influencing Science Achievementmentioning

confidence: 99%

Section: School Characteristics Influencing Science Achievementmentioning

confidence: 99%

Student and school predictors of high‐stakes assessment in science

et al. 2010

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“…While some research (Hanushek, 1986;Hanushek, 1989;Okpala, Okpala, & Smith, 2001) concluded that there was no relationship between expenditures and achievement, Ismail and Cheng (2005) have argued that the results from Hanushek (1986Hanushek ( , 1989 were based on poor data and inappropriate methodology. Archibald (2006) found positive effects of per-pupil expenditures on reading achievement throughout primary and secondary education, while Eide and Showalter (1998) used quantile regression to show that per-pupil expenditures are important for the tail end of the performance distribution, in other words, students at the lowest end of test score distributions benefit significantly from greater expenditures. Finally, expenditures may act as an endogenous variable to performance, or may have a mediating (indirect) effect through greater access to effective teachers, more successful pedagogy, and a reduction in class size (Wenglinsky, 1997;Elliot, 1998;Sander, 1999).…”

Section: Pupil-teacher Ratiomentioning

confidence: 99%

The impacts of retention, expenditures, and class size on primary school completion in Sub-Saharan Africa: A cross-national analysis

Ruff¹

2016

IJEPL

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Education in Sub-Saharan Africa is increasingly viewed as a means of emancipation and a transformative project for social mobility. Developing nations have pursued policies such as universal or free primary education to increase access to education and improve student outcomes. In this study, direct and indirect precursors to primary school completion in Sub-Saharan Africa are analyzed using national cross-sectional data collected by the UNESCO Institute for Statistics. Results show that imbalanced pupil-teacher ratios and high student retention rates are negatively associated with primary school completion. Additionally, the positive relationship between expenditure increase and completion rates is mediated by a negative contribution to pupil-teacher ratios. Results are compared with existing production function research on educational inputs and student success.

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“…Researchers over the years have maintained that teachers form a strong causal factor in defining the quality of education in schools (Archibald, 2006;Darling-Hammond & BaratzSnowden, 2005;Golla, de Guzman, Ogena, & Brawner, 1998;Hake, 1998). Teachers see to it that students have acquired creative and critical thinking abilities ready to face the realities of life.…”

Section: Introductionmentioning

confidence: 99%

The Lack of Physics Teachers: “Like a Bath with the Plug out and the Tap half on”

Buabeng¹,

Conner²,

Winter

2015

EDUCATION

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In this study, we were interested in how approaches to teaching high school physics in New Zealand influenced students' perceptions of physics and their consequent desire to continue with Physics. We also investigated the reasons participants became physics teachers to inform how more teachers might be attracted into the profession. The convergent parallel design of this study used mixed methods including a national survey as well as classroom observations and interviews with teachers and students. The study has identified how a focus on content knowledge and more "traditional" teaching approaches tends to discourage students to progress with physics.

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Narrowing in on Educational Resources That Do Affect Student Achievement

Cited by 54 publications

References 22 publications

Student and school predictors of high‐stakes assessment in science

Student and school predictors of high‐stakes assessment in science

The impacts of retention, expenditures, and class size on primary school completion in Sub-Saharan Africa: A cross-national analysis

The Lack of Physics Teachers: “Like a Bath with the Plug out and the Tap half on”

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