Savy stats project
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Child Stats.gov is a website that provides up-to-date statistics from 22 federal agencies on indicators of child and family well-being, including health, behavior, education, and family/social environment. The document discusses a longitudinal study from 2010-2011 that assessed kindergarten students' performance in reading, math, and science, accounting for gender, poverty status, and race. It hypothesizes that kindergarten students will score higher on cognitive assessments than children not attending kindergarten, demonstrating the importance of kindergarten in educational development.
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Savy stats project revised
Child Stats.gov is a website maintained by 22 federal agencies that provides up-to-date statistics on child well-being in categories like health, behavior, education, and family environment. Kelly Adams presented on a longitudinal study from 2010-2011 that assessed children in kindergarten and not in kindergarten on reading, math, and science skills, with a hypothesis that kindergarten plays a major role in cognitive development as shown by higher assessment scores. The research method examines differences in assessment results between pairs of same-age children from the same demographic, with one having attended kindergarten and one not.
Savy stats project Revised again :)
The document discusses a longitudinal study from 2010-2011 that assessed reading, mathematics, and science skills of kindergarteners. It notes that older kindergarteners scored higher on math tests than younger ones, and females typically scored higher than males on reading assessments. The presenter hypothesizes that children in kindergarten will score higher on assessments than those not in kindergarten, demonstrating the importance of kindergarten. A proposed research method would compare assessment results of 100 same-age children who either attended kindergarten or did not.
School Engagement among Criminal Justice-Involved Families
This research brief summarizes a study on school engagement among families with criminal justice system involvement. The study found that paternal incarceration is associated with less involvement in school-based activities, likely due to system avoidance by fathers who distrust surveilling institutions like schools. However, incarceration did not impact home-based parental involvement like helping with homework. The brief concludes that schools can encourage involvement from previously incarcerated fathers by establishing a safe, non-surveilling environment and connecting families to supportive programs.
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GETTING PARENTS INVOLVED IN SCHOOLS
Getting parents involved in their children's schools has significant benefits for children including improved grades, test scores, attendance, homework completion, behavior, and self-esteem. Effective parent involvement requires true partnerships between schools and families, especially around academics. Research shows that greater parent involvement leads to higher student achievement. Several organizations promote parent involvement through programs like home visits, workshops, and resources to build parents' skills and confidence in supporting their children's education.
Comparability challenge lessons from cross-national research in developed cou...
Comparability challenge lessons from cross-national research in developed cou...UNICEF Office of Research - Innocenti
The document discusses challenges in conducting cross-national research on socioeconomic status (SES) and child development. It is difficult to find truly comparable measures across countries due to differences in how data is collected. The researcher discusses how they addressed this by selecting common SES measures like income quintiles and harmonizing variables to prioritize comparability over using country-specific measures. Their research found SES gaps in school readiness vary between countries and that most factors like these are already present before school entry, especially in the US. The researcher advocates being transparent about harmonization decisions and how sensitive results are to alternative measurements.Recommended
Savy stats project revised
Child Stats.gov is a website maintained by 22 federal agencies that provides up-to-date statistics on child well-being in categories like health, behavior, education, and family environment. Kelly Adams presented on a longitudinal study from 2010-2011 that assessed children in kindergarten and not in kindergarten on reading, math, and science skills, with a hypothesis that kindergarten plays a major role in cognitive development as shown by higher assessment scores. The research method examines differences in assessment results between pairs of same-age children from the same demographic, with one having attended kindergarten and one not.
Savy stats project Revised again :)
The document discusses a longitudinal study from 2010-2011 that assessed reading, mathematics, and science skills of kindergarteners. It notes that older kindergarteners scored higher on math tests than younger ones, and females typically scored higher than males on reading assessments. The presenter hypothesizes that children in kindergarten will score higher on assessments than those not in kindergarten, demonstrating the importance of kindergarten. A proposed research method would compare assessment results of 100 same-age children who either attended kindergarten or did not.
School Engagement among Criminal Justice-Involved Families
This research brief summarizes a study on school engagement among families with criminal justice system involvement. The study found that paternal incarceration is associated with less involvement in school-based activities, likely due to system avoidance by fathers who distrust surveilling institutions like schools. However, incarceration did not impact home-based parental involvement like helping with homework. The brief concludes that schools can encourage involvement from previously incarcerated fathers by establishing a safe, non-surveilling environment and connecting families to supportive programs.
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This document presents research on the quality of childcare and its effects on school readiness and child development outcomes. It discusses different types of childcare (parental, home-based, center-based) and reviews literature showing that higher quality care leads to better school preparation. The authors conducted interviews and surveys of parents, teachers and administrators to examine factors like curriculum, funding, facilities, teacher qualifications, and state laws. The analysis found some correlations between these factors and parent perceptions of quality care. The conclusions call for more research on childcare's impacts to influence policymaking.
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The landscape of school choice options in public education has been expanding faster than ever across the country over the past decade, and particularly here in Florida. With this expansion has come an unprecedented array of decisions for parents to learn how to navigate in determining the best type of school for their children. In this policy brief, the Jacksonville Public Education Fund examines the complex system of school choice in Duval County, and how parents find their way through it.
GETTING PARENTS INVOLVED IN SCHOOLS
Getting parents involved in their children's schools has significant benefits for children including improved grades, test scores, attendance, homework completion, behavior, and self-esteem. Effective parent involvement requires true partnerships between schools and families, especially around academics. Research shows that greater parent involvement leads to higher student achievement. Several organizations promote parent involvement through programs like home visits, workshops, and resources to build parents' skills and confidence in supporting their children's education.
Comparability challenge lessons from cross-national research in developed cou...
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The document discusses challenges in conducting cross-national research on socioeconomic status (SES) and child development. It is difficult to find truly comparable measures across countries due to differences in how data is collected. The researcher discusses how they addressed this by selecting common SES measures like income quintiles and harmonizing variables to prioritize comparability over using country-specific measures. Their research found SES gaps in school readiness vary between countries and that most factors like these are already present before school entry, especially in the US. The researcher advocates being transparent about harmonization decisions and how sensitive results are to alternative measurements.EdChoice's 2017 Schooling in America Survey
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For the full report, visit https://www.edchoice.org/NationalSurvey2017.
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For the full 2016 Schooling in America report, visit http://www.edchoice.org/NationalSurvey2016.
For the full Millennial report, visit http://www.edchoice.org/MillennialSurvey.
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1. Frequency tables and calculations of relative frequency and cumulative frequency for menu price data.
2. Experiments on valet parking accidents, including probability calculations and contingency tables to analyze accidents by day of week and type.
3. Applications of the normal distribution, including calculating the probability that a customer will spend between $25-33 on a meal.
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1) A 2012 survey of 65 seniors found that 50 supported gay marriage and 15 did not support it.
2) A chi-square test for independence found no significant relationship between gender and views on gay marriage.
3) A one-proportion z-test found that the proportion of respondents who supported gay marriage was significantly higher than 50%.
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1. The document discusses a study on students' preferences regarding a GPS (Gifted and Talented Program) intervention program and extended lunch periods.
2. Hypotheses were tested using one sample tests for proportions and tests for independence to analyze students' responses to survey questions.
3. The results found that students did not prefer the GPS intervention program on campus but did prefer longer lunch periods. The variables of thinking they will be in GPS and wanting to be in GPS were found to not be independent.
2012 AP Stats Project (7)
Esbeyde and Stephanie tried to find an association between the color and taste preference of Skittles candies. While there were potential lurking variables, they found interesting results.
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The 2017 edition of our annual Schooling in America Survey project is finally out, and we made it easier than ever for you to learn and share our results. Short on time? Flip through this Slideshare to get the key findings from EdChoice’s annual survey of Americans on K–12 education issues and more, with a special focus on small town and rural families as well as new questions about the role of the federal government.
For the full report, visit https://www.edchoice.org/NationalSurvey2017.
Breaking Down EdChoice’s 2016 National “Schooling in America” Survey
EdChoice’s annual national survey of Americans on education issues is back with a new demographic breakout and new parent questions. As part of our 2016 Schooling in America Survey, we oversampled Millennials in an effort to better understand where this generation of current and future school parents compares with others (and the national average) on K–12 education policies. This is also the first year we asked parents specific questions about the lengths to which they’ve gone for their children’s education. Flip through the slide show below to learn and share these top findings:
For the full 2016 Schooling in America report, visit http://www.edchoice.org/NationalSurvey2016.
For the full Millennial report, visit http://www.edchoice.org/MillennialSurvey.
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The survey found that most parents support the Common Core State Standards despite some misconceptions about their origin and role. 62% of parents surveyed support the Standards while 22% oppose them. Parents who support the Standards believe it ensures all children learn from a unified curriculum and facilitates better education, while those who oppose think it does not address different student needs and rates of learning. Many parents incorrectly believe the federal government created the Standards rather than state governments and experts. The survey revealed shared misconceptions among parents with differing views, including beliefs that the Standards mandate specific lessons rather than curriculum and that student data like health records will be collected, rather than just performance data.
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Long-Term Effects of Early Childhood Experiences for Later Achievement - Marg...
The document summarizes research on the long-term effects of early childhood experiences and interventions. It finds high correlations between skills at school entry and later achievement. Experimental studies show early intervention programs improved outcomes like IQ, education levels, and employment. High-quality early childhood programs were linked to better language and academic skills into elementary school, especially for low-income children. Adoption studies also showed environmental influences on IQ, with adopted children's scores changing to match their new socioeconomic status.
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This document discusses the importance of parent involvement in increasing student academic success and reducing dropout rates, especially for low-income and minority students. It presents research showing that lack of a high school diploma leads to lower lifetime earnings and poorer health and outcomes. The document then describes a qualitative case study conducted in an urban elementary school with diverse, low-income families. The study examined both traditional forms of parent involvement like PTAs as well as non-traditional forms like cultural pride and high expectations. Results showed improved reading grades and mostly maintained math grades, with students feeling more supported and parents better able to assist. The document concludes by recommending further research on implementing long-term parent involvement programs and examining school culture and student motivation.
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Sociological method
This document discusses a proposed study examining the relationship between children's academic performance, intergenerational power, and parental investment in Chinese intergenerational coresidence. The study would use data from the China Family Panel Studies to analyze how intergenerational power influences children's academic performance and how performance may in turn affect parental investment. A theoretical framework of resource dilution is discussed. The methodology would employ quantitative analysis of variables such as parental investment, intergenerational power, and academic performance extracted from the longitudinal survey data.
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This document contains statistical data and lessons from a food service management class. It includes:
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2. Experiments on valet parking accidents, including probability calculations and contingency tables to analyze accidents by day of week and type.
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2012 AP Stats Project (5)
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Stats Project (2) Got Geek?
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StatsProject (3) GPS
1. The document discusses a study on students' preferences regarding a GPS (Gifted and Talented Program) intervention program and extended lunch periods.
2. Hypotheses were tested using one sample tests for proportions and tests for independence to analyze students' responses to survey questions.
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The School Success Program ImprovingMaltreated Childrens A.docx
The School Success Program: Improving
Maltreated Children's Academic and
School-related Outcomes
Christopher A. Mallett
Many victims of chudhood maltreatment expedence difficulties in school and with aca-
demic performance. This article reviews the evidence on the connection between child-
hood maltreatment and school performance and presents an evaluation of a unique
program established by Children's Services in Lorain County, Ohio. Since 2001, the
School Success Program, in collaboration with 18 Ohio public school distdcts, has pro-
vided individual tutodng and mentodng by certified teachers to 615 maltreated children
and youths, working closely with the whole family in an in-home setting. Most children
and youths in the program have progressed to their appropdate grade level whue improv-
ing overall grade point averages from 1.74 to 2.56 in core academic subjects. Program par-
ticipants have shown one-year improvements that are significant when compared with
those of their nonmaltreated peers: Basic reading and comprehension skills improved 58
percent; math reasoning and comprehension skills improved 50 percent; basic wddng
skills improved 48 percent; and overall academic skills improved 51 percent. These
improvements were seen across both gender and race, with almost equal gains made by
minodty and nonminodty children and youths, but particularly by boys. Implications for
school social work practice are set forth in light of these promising results.
KEY WORDS; children; maltreatment; mentor; school; tutor
A
cademic success is vital for children and
youths to transition without difficulty to
adolescence and young adulthood
(Buehler, Orme, Post, & Pattenon, 2000). This
transition is markedly more difficult for many
children w h o have been vicdms of maltreatment.
Abuse and neglect may affect children's abüities to
learn, decrease cognitive and language capacities
(SmithgaU, Gladden, Howard, Goerge, &
Courtney, 2004), increase dsk for special educa-
tion disabüities, decrease standardized tesdng out-
comes (Egeland, 1997), and decrease overall
academic performance (Leiter, 2007). It is import-
ant to develop interventions and programs tar-
geted specifically to this population that has
expedenced abuse, neglect, or both to provide
these children and youths the opportunity to
achieve school-related success. These interventive
efforts may have long-lasting and important future
impacts (Veltman &L Browne, 2001).
This investigation provides descdptive and lon-
gitudinal findings for a program initiated in 2001
in one Ohio county's children's services agency
that is trying to address and improve the academic
and school-related outcomes for maltreated children
and youths. Finding evidence of what may work
to address this child welfare, school social work,
and public educadon situadon is important not
only because academic difficuldes are a common
problem for maltreatment victims, but also because
few programs have been designed specifically.
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This document summarizes an analysis of factors influencing educational attainment in Uganda using data from the 2005/06 Uganda National Household Survey. The analysis develops three regression models to examine the relationship between socioeconomic factors and educational attainment. The basic model relates years of schooling to variables like parents' education, employment hours, household duties, poverty, and pregnancy. For current students, an augmented model adds variables like school costs and distance. For non-students, reasons for non-attendance like distance and school quality are examined. The analysis finds parents' education, poverty, and urban/rural residence most strongly correlate with attainment, while distance effects are inconclusive due to data limitations. Distance and school quality appear to deter non
Criminology Essay QuestionsPlease answer the following questio.docx
Criminology Essay Questions
Please answer the following questions using APA citation in one or two paragraphs:
1. In what fundamental ways does conflict theory differ from the other theories we have covered (choice, trait, social structure, social process)?
2. Which social process theory does the best job of explaining adult criminality? Which social process theory does the best job of explaining juvenile delinquency? (These cannot be the same theories.) What do both of these theories have in common?
Family Size, Family Type and Student Achievement:
Cross-National Differences and the Role of
Socioeconomic and School factors
GARY N.MARKS*
BNTRODUCnON
The finding that students from larger families have less favorable educational outcomes is
well established in the United States (Blake, 1989; Mare and Chen, 1986; Powell and Parcel,
1999). Negative effects for family size or the tiumber of siblings on educational attainment
have been also found in Australia, Finland, Hong Kong and Israel (Le and Miller, 2001; Post
and Pong, 1998; Riala, et al., 2003; Shavit and Pierce, 1991). With regard to family type, it is
generally concluded that in the United States children from divorced families show poorer
educational outcomes than children from intact families (Amato, 2000; Jeynes, 2002:13-18).
Lower educational attainments of students from divorced or single-patent families have also
been found in Finland and Great Britain (Powell and Parcel, 1999; Riala, et al., 2003). In the
United States, children from reconstituted families — that is, families with a stepparent —
tend to have lower educational attainments than children from two-parent families, and, in
quite often, single-parent families (Biblarz and Raferty, 1999; Jeynes, 1999).
It is not possible to conclude if the effects of family size and type on educational outcomes
are similar or very different across countries, even with a large number of single country
studies, due to differences in sampling and measurement. However, cross-national
comparisons are possible with international studies of student achievement, which select
comparable samples and use identical outcome measures. In the first international reading
study, Thomdike (1973:74-79) reported consistently negative correlations between the number
of siblings and reading achievement among 14-year-olds. The median correlation was -0.11,
with stronger negative effects in Scotland, England and Hungary, but very weak correlations
in other countries. In the first international science study, the negative correlation between
family size and science achievement was strongest iti Scotland, England and Japan, and
weakest in Belgium, Italy and Sweden (Comber and Keeves, 1973:258). The more recent
international achievement studies have not been employed to extensively examine the
relationship between family size and achievement. However, they have been used to
investigate the effects of single-parent families. Using data from the Third.
Child Wellbeing Healther Joshi April 2016
The document discusses concepts and dimensions of child well-being, including economic, social, health, and educational factors. It notes differences in child well-being within and across OECD countries, with children from disadvantaged backgrounds often having poorer outcomes. Longitudinal studies are important for understanding how early life circumstances influence later life chances and the potential for social mobility. The choice of indicators and joined-up policymaking across areas affecting children are key issues to consider.
The Wellbeing of Children Heather Joshi April 2016
The Wellbeing of Children -Ideas for discussion by Professor Heather Joshi,
Education Policy Meeting, OECD, 14 April, 2016
Favara 2016-espe
Do dreams come true? Aspirations and educational attainments of Ethiopian boys and girls
Marta Favara
University of Oxford
Presented to the 30th Annual Conference of the European Society of Population Economics, Berlin
June 16, 2016
Developmental risk factors in Vietnamese preschool-age children: Cross-sectio...
This study investigated factors affecting early childhood development in Vietnamese preschool-aged children using a nationally representative survey. The study found that 17.2% of children did not reach their full developmental potential by age 5. Children who were breastfed, attended preschool, had an educated mother, experienced learning activities with relatives, and were not stunted were more likely to have normal development. In contrast, children who experienced physical punishment or were stunted were less likely to have normal development. The main risk factors for delayed development were low maternal education, minority ethnicity, lack of preschool, limited learning activities, physical punishment, lack of breastfeeding, and stunting.
Capstone Research Paper. Fall 2015. Huang, Nguyen & Zhang
This study examines the impact of early childhood education programs, particularly Head Start, on children's non-cognitive outcomes using a national longitudinal dataset. The results indicate that children who attended Head Start improved in both internalizing and externalizing behaviors between 3rd and 8th grade compared to children who attended other pre-K programs or had no pre-K. However, Head Start children from low-income families did not fare as well in externalizing behaviors compared to children in other pre-K programs. This highlights the need to improve aspects of Head Start that address externalizing behaviors and enhance program quality for low-income children.
Single Fathers Rearing Successful Children and Productive Members of Society
This research paper was done to show proficiency in research analysis and writing. The research topic of single fathers as successful parents was chosen to show that traditional families are not the only way to view family and to study whether fathers can rear successful children in the way that mothers tend to.
Scoping the linkages between child labour, schooling & marriage in India
Scoping the linkages between child labour, schooling & marriage in IndiaUNICEF Office of Research - Innocenti
Renu Singh's presentation at UNICEF Innocenti's Inception Scoping Workshop for Evidence on Educational Strategies to Address Child Labour in India & Bangladesh, held in New Delhi in November 2019.EDD614ASSIGNMENTCASE2Trident International University .docx
EDD614ASSIGNMENTCASE2
Trident International University
James Newton
EDD 614
Assignment Case 2
Dr. James Hodges
February 10, 2020
“Impact of Poverty on the Education Success of Children”
Background
Education is one of the most fundamental rights across the world. However, access to education continues to vary cross different communities, cultures and ethnic backgrounds. Numerous studies have attempted to explore the causes of variations in access and successful educational outcomes across different groups of people. Riedi, Dawn and Kim (2017) state that learners with the capacity to deliver high academic performance exist in all income levels across the United States. Nonetheless, the success rates of learners from low-income backgrounds continue to be lower than their wealthy counterparts. While the dropout rates have reduced phenomenally from low-income neighborhoods, children from wealthy families still register the lowest dropout rates. Level of income coupled with gender factors may also play a role in school dropout rates or low academic performance for children from poor backgrounds. A longitudinal qualitative study undertaken by Ramanaik et al. (2018) found that for many poor families, girls’ domestic tasks came at the cost of schooling with greater concerns regarding the need to safeguard their sexual purity. Furthermore, with the rising desire of the girls’ educational and career goals, parents often encourage girls’ agencies to communicate openly both at home and in school. Children from poor households are also less motivated to work harder in school compared to their contemporaries from wealthy backgrounds. Friels (2016) observes that scholars have tried to make efforts towards exploring the influence of poverty on student success. According to Friels (2016), a combination of factors such as poverty, race and ethnicity have been the defining indicators of student academic attainment. For instance, African American children from low-income neighborhoods continue to face challenges such as low classroom attendance and dropout rates compared to their peers from financial stable backgrounds. In light of the above, this qualitative study will investigate the effects of poverty on educational success in children.
Research Problem
The indicators of academic achievements are often widely recognized across different sides of the scholarly divide. They include hard work, student competence and abilities, school culture, as well as teachers’ competencies. While these factors have been expansively identified and explored by scholars, one major area of research has often been overlooked: the extent to which poverty or level of income impacts educational outcomes for children. Renth, Buckley and Pucher (2015) observe that even though studies exist on this problematic area of knowledge, there have been minimal qualitative explorations on the influence of poverty on children’s educational outcomes. For instance, major qualit.
Determinants of Aspirations
This document summarizes a research report on determinants of aspirations. Some key findings:
- Girls, higher SES groups, and most minority ethnic groups tend to have higher aspirations than counterparts. Aspirations decline with age and barriers.
- Aspirations are shaped by beliefs, opportunities, and environment from a young age. Financial constraints and early choices like parenthood limit opportunities.
- High aspirations generally lead to better outcomes, but not always, showing an aspiration-attainment gap for some groups.
- Supporting aspirations requires a holistic approach that considers intersections of identity and provides developmental support to overcome barriers.
BROOKINGS December 2011 `
BROOKINGS | December 2011
`
Starting School at a
Disadvantage:
The School Readiness of Poor Children
Julia B. Isaacs, Brookings Institution
THE SOCIAL GENOME PROJECT
The author expresses appreciation to Jeffrey Diebold for invaluable assistance with
data analysis and to Brian Levy, Katherine Magnuson, Emily Monea, Stephanie Owen,
Isabel Sawhill for their helpful comments.
MARCH 2012
Executive Summary
Poor children in the United States start school at a disadvantage in
terms of their early skills, behaviors, and health. Fewer than half (48
percent) of poor children are ready for school at age five, compared to 75
percent of children from families with moderate and high income, a 27
percentage point gap. This paper examines the reasons why poor
children are less ready for school and evaluates three interventions for
improving their school readiness.
Poverty is one of several risk factors facing poor children. Mothers
living in poverty are often unmarried and poorly educated, they have
higher rates of depression and poor health than more affluent mothers,
and they demonstrate lower parenting skills in certain dimensions. In fact,
the gap in school readiness shrinks from 27 percentage points to 7
percentage points after adjusting for demographic, health, and behavioral
differences between poor and moderate- and higher-income families.
Even so, poverty remains an important influence on school readiness,
partly through its influence on many of the observed differences between
poor and more affluent families. Higher levels of depression and a more
punitive parenting style, for example, may result from economic stress
and so models controlling for these factors may understate the full
effects of poverty on school readiness.
In addition to poverty, key influences on school readiness include
preschool attendance, parenting behaviors, parents’ education, maternal
depression, prenatal exposure to tobacco, and low birth weight. For
example, the likelihood of being school ready is 9 percentage points
higher for children attending preschool, controlling for other family
characteristics, and is 10 percentage points lower for children whose
mothers smoke during pregnancy and also 10 percentage points lower for
children whose mothers score low in supportiveness during parent-child
interactions. These findings suggest a diverse set of policy interventions
that might improve children’s school readiness, ranging from smoking
cessation programs for pregnant women to parenting programs,
treatments for maternal depression, income support programs and
expansion of preschool programs.
Preschool programs offer the most promise for increasing children’s
school readiness, according to a simple simulation that models the
effects of three different interventions. Expanding preschool programs
for four-year olds has more direct eff ...
114-164-1-PB[1]
The document summarizes a study on parental involvement in children's education in India. It discusses three case studies of parents who demonstrated a high level of involvement beyond typical expectations.
The first case discusses a father who prioritized his daughter's education by regularly dropping off and picking her up from school himself instead of using school transportation, and even sold his ancestral home to move closer to her new school for upper primary grades.
The second case focuses on a mother who took a voluntary demotion and pay cut at her job in order to have a more flexible schedule to assist her son, who was in a crucial final year of schooling where grades were important for college admissions.
The third case examines a father who spent
Hetty Dekkers, Roel Bosker & Geert Driessen (2000) ERE Complex Inequalities o...
Complex Inequalities of Educational Opportunities
A Large-Scale Longitudinal Study on the Relation
Between Gender, Social Class, Ethnicity and School Success
The Influence of Parental Involvement on the Learning outcomes of their Child...
Parental involvement in their children's education has been proven by research to improve the
children's confidence, interest and performance at school. A qualitative case study to evaluate the influence of
parental involvement was conducted. The study sample was purposively sampled and consisted of 20 school
heads, 20 teachers and 20 pupils. The researcher was the main research instrument during data gathering. She
assumed the role of the interviewer and an observer. Data were analysed using thematic content analysis. The
findings showed that, parents who had children enrolled in rural and public urban schools were less committed
to their children's learning. Further, they were not worried much about their children’s school environment.
They consulted less with the teachers and did not supervise their children’s home work. Parents whose children
were in private schools had better communication and interaction with their children’s teachers. There were
various models that were used to improve parent-teacher relationship for the betterment of the children's
learning needs. The study recommended -devolvement of engagement strategies, improved communication
channels, supervised parental involvement in school activities andmonitoring and evaluation measures to assess
performance, progress, outcome and impact of engagement strategies.
Geert Driessen, Orhan Agirdag & Michael Merry (2016) ER The gross and net eff...
This study examines the effects of primary school denomination on pupil performance in the Netherlands using large-scale data from 2011. Prior research on differences in outcomes between religious and public schools has produced mixed results. The study analyzes 19 cognitive and non-cognitive outcome measures for over 27,000 pupils across different school types, controlling for pupil and school characteristics. Results show no substantial differences between most religious and public schools. However, Islamic schools appear to have greater value-added potential for pupil outcomes than other school types. Implications of these findings are discussed.
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Savy stats project
- 1. Child Stats.gov FORUM ON CHILD AND FAMILY STATISTICS KELLY ADAMS
- 2. ABOUT CHILD STATS.GOV Shows statistics and awareness of family and child Up-to-date (2013) 22 Federal Agencies collected and researched the information given in the website Well-being based on different categories such as: Health Behavior Education Family and Social Environment
- 3. THE KINDERGARTEN YEAR Longitudinal Study 2010-2011 Reading, Mathematics and Science Assessments Gender, Poverty status, and Race
- 5. MY HYPOTHESIS Children in kindergarten have higher assessment scores than children not in kindergarten This will show the importance of kindergarten in a child’s educational development Does kindergarten play a major role in a child’s success in cognitive development?
- 6. MY RESEARCH METHOD Population: 5 year olds (M/F) Overall difference in kindergarten vs. no kindergarten (conditions per experiment) Collect data from two families of the same demographic with same age child. Give same reading, mathematic, and science assessment.