Academic achievement

For nearly 60 years, politicians and policymakers have sought to improve the educational outcomes of students across their states and the country through legislated policies and programs. Despite their efforts, little progress has been made in improving the outcomes of the nation’s most vulnerable students. The achievement gap persists, and poverty divides the haves from the have-nots, especially in reading achievement.
This study was designed to explore the impact of increasing time allocated for reading instruction on student achievement in English Language Arts (ELA). Additional research questions were also included to determine if other factors impacted student achievement in ELA. The objective of this study was to determine if adding instructional time for any number of years improved student outcomes in reading.

Promoting diversity in STEM fields is essential to fostering innovation and addressing global challenges. Despite extensive efforts, the representation of minority groups, including women, in undergraduate computer science and engineering programs remains low, posing significant barriers to equity and inclusivity in STEM education (Nicole & DeBoer, 2020).
This systematic review explores the socio-economic and cultural challenges discouraging minority students from pursuing degrees, specifically computer science and engineering disciplines. A comprehensive literature search was conducted across databases such as IEEE Xplore, Google Scholar, and Scopus using specific search terms. Studies were chosen based on clear inclusion and exclusion criteria.
Data was carefully extracted and analyzed, focusing on primary obstacles such as the scarcity of role models, biases, and educational barriers. To evaluate the quality of the studies included in the review, Covidence’s quality assessment tools were used, ensuring methodological rigor and consistency across the studies.

The purpose of this study was to examine the factors associated with academic achievement in at-risk high school students attending one of four charter schools in south Florida geared toward dropout prevention. Several factors were identified through a thorough review of the literature to identify the common demographic variables associated with lower academic achievement including race and ethnicity, gender, socioeconomic status, and an identified learning disability. Each of these variables became the control variables in this study. More recent research has examined the role of adverse childhood experiences (ACEs) and resilience (via protective factors) in predicting academic outcomes. None of the studies found examined the role of ACEs, resilience, and academic achievement in a student population that has been identified as being at risk for high school dropout. In addition, it was explored whether ACEs (by type) and resilience (by type) varied by life stage.
Administrative data was collected on 160 randomly selected students, 80 of whom were considered adolescents (15-17), and 80 who were considered emerging adults (18-21). Descriptive statistics (frequencies, mean, and standard deviation) were examined. Multiple regression with hierarchal entry was then used to test the first two research questions, and 5 hypotheses, analyzing the impact of total ACEs (and then ACEs by type) and total resilience (and then resilience by type) on academic achievement. Results were not statistically significant for either question. A one-way multivariate analysis of variance (MANOVA) was then run to explore whether ACEs by type or resilience by type varied based on life stage (adolescence or emerging adult). The results were not statistically significant. Outcomes of the study are discussed as are the limitations of the study and suggestions for future research.

The objective of this correlation study was to describe the association between the self-directed learning readiness (SDLR) and academic achievement among community college students enrolled in student success courses. Data were collected from a convenience sample of 35 community college students enrolled in student success seminar courses in central New Jersey. Total scores obtained from the administration of the Self-Directed Learning Readiness Scale (SDLRS) were used to measure participants’ degree of SDLR. Participants’ GPA and final student success course grade was used as metrics of academic achievement. Additional analyses were conducted to determine if participants’ age and gender changed the association between SDLRS score and academic achievement.

Ever since No Child Left Behind in 2001 to the present, school accountability reform initiatives have concentrated on raising achievement. Critical to figuring out the relationship between instructional practice and student achievement is forming an awareness of the relationship from the perspective of school leaders—both principals and teachers—charged with improving student achievement. The study, a quantitative quasiexperimental design using the School Survey of Practices Associated with High Performance, representing instructional practices associated with improving student performance, collected survey data via social media from teachers, principals and other school leaders in Florida public schools.
The SSPAHP grouped instructional practices into five domains: effective leadership, curriculum, professional development, school culture, and ongoing use of data for school improvement, which served as the predictor variables. Achievement data from the Florida Standards Assessment for the schools mentioned by participants in the survey functioned as the criterion variable. While 130 surveys were collected, only 84 of the responses reflected schools that took part in the FSA and met the criteria for data analysis.

The purpose of this study was to analyze potential relationships between the domains of behavioral outcomes, social skills, and academic performance for youth in foster care and remaining longer in care. This study utilized data from three waves in the NSCAW II dataset, including youth (N =296) between the ages of 11 and 17 years. Multiple linear regression was utilized to assess the association between the three domains and the number of days spent in foster care. Findings were not significant, exposing the need for more studies on contextual variables that might be consistent with children living in out of home care. Limitations of the study were reviewed. Potential research and practice implications of the results were considered.

The purpose of this study was to examine non-identifying archival data from the
2012-2013 school year to assess the effect participation in the Student Success
Skills (SSS) school counselor-led classroom guidance program (Brigman & Webb,
2010) had on the behavioral and cognitive engagement of grade 5 Exceptional
Student Education (ESE) students serviced within the general education classroom
setting. Data for this study was collected at three different intervals. School
attendance data was collected on students during the 2012, 2013, and 2014 school
years when students were enrolled in grades 4, 5, and 6 respectively. Pre-test selfreport
data was collected within two weeks prior to implementation of the SSS
program. Posttest self-report data was collected within two weeks immediately
following completion of the intervention and post-posttest self-report data was
collected 30 weeks post-intervention. School counselors and classroom teachers
were trained in the SSS program. Students received five 45 minute classroom lessons delivered one week apart followed by three booster sessions delivered one
month apart. Lessons were designed to teach cognitive, social, self-management,
and test-taking skills. This study followed a randomized controlled trial (RCT)
design. For the purposes of this study behavioral engagement was measured by
school attendance data. Cognitive engagement was measured by the Test Anxiety
and Metacognitive Activity scales of the Motivated Strategies for Learning
Questionnaire (MSLQ) (Pintrich & DeGroot, 1990) and the Self-Regulation of
Arousal scale of the Student Engagement in School Success Skills (SESSS) survey
(Carey, Webb, Brigman, & Harrington, 2010). A series of multivariate analysis of
covariance (MANCOVA) tests were conducted to determine whether or not there
were statistically significant differences between the treatment and control groups.
While no statistically significant differences were evident on the Metacognitive
Activity scale, results indicated a statistically significant decrease in absences and
test anxiety for students in the treatment group. Additionally, a statistically
significant increase was evident on the Self-Regulation of Arousal scale for
students in the treatment group. This study suggests that research-based school
counseling programs delivered in small or large groups using inclusionary practices
may be beneficial in supporting the academic achievement and social-emotional
adjustment of ESE students.

Charter schools have often boasted about differentiating themselves in the educational
marketplace. With today’s growing emphasis on student achievement, whether this
differentiation has had a positive effect on student learning is still debatable. The purpose
of this exploratory mixed-methods study was to establish if innovation is a reported
practice in charter schools in Miami-Dade and Sarasota Counties in Florida and to
determine if a relationship exists between innovation reporting and student achievement
as measured by Florida school grades. A qualitative analysis of School Improvement
Plans and school websites for a 62 school sample was utilized. As well as a quantitative
measure of the correlation between level of reported innovation in eight categories
(organizational structure, ideology and culture, leadership models, professional
development for teachers, curriculum, technology, parent involvement, and other) and
student achievement, as measured by Florida’s school grade formula. The study found
that charter schools in both counties reported innovation at high levels with only three schools reporting innovations in fewer than five categories of innovation. An examination
of opposing forces of loose and rigid structure, autonomy and policy control, as well as
creativity and standardization led to findings of less reported instances of innovation on
average in schools with looser structure, autonomy, and creativity. Furthermore, Title I
schools and high minority student population schools (≥50%) showed signs of innovation
saturation, with no value added to student achievement (school grade averages) by
reported innovation beyond a moderate level. Still, reported innovation level (overall
categories of innovation) and student achievement (school grade averages) showed a
negligible relationship (r = -.062). In conclusion, reported innovation existed in charter
schools despite opposing forces, but was often similar across charter schools. In fact,
past a moderate level of innovation, there was no value added to school grades for Title I
and high minority charter schools. Yet, a weak, negative relationship existed between
specific reported innovations in combination (professional development in pedagogy,
tutoring programs, non-district behavior programs and incentive, and multiple levels) and
student achievement (school grade averages) which can inform us on the nature of
reporting.

This study investigated the relationship of the use of parent involvement strategies
and school performance and how contextual factors affected this relationship. The study
employed a non-experimental quantitative design with the school as the unit to frame its
data collection and analysis. The Parent Involvement Inventory ( PII) was field-tested
with the Broward County Schools to check reliability and validity. Results revealed a .72
Cronbach alpha score for the instrument. The variables studied were (a) parental
involvement strategies, (b) school performance, and (c) contextual factors. Six parent
involvement categories were investigated and divided into sub-categories to answer the
research questions. Seventy-eight K-12 schools in Palm Beach County, Florida formed
the sample for the study with a response rate of 71 percent. Data were first collected on
the parental involvement strategies used by the schools then related to school
performance. The major data collection instrument- Parent Involve Inventory (Pll) was
designed to correspond with the following purposes of the study: (a) To determine the difference in type and frequency of parent involvement strategies and (b) to develop a
model based on these actions that can be used by principals to increase their school's
parent involvement. The data collected was analyzed using Statistical Package for Social
Sciences (SPSS) version 11.0 through descriptive statistics, multiple regression, and
correlations to determine if significant relationships existed. The analyses identified the
parent involvement strategies that improve student achievement: (a) Communicating, (b)
learning at home, (c) regular homework, (d) participation in PTA, and (e) information
about community arts and school performance. In addition, the analyses identified
contextual factors that increased the relationship of parent involvement and school
performance, such as (a) students with disabilities; (b) multiple parent involvement staff
moderated learning at home strategies; and (c) school level moderated parenting and
decision making strategies. Conclusions, implications for practice, and future research are
discussed.

This study focused on evaluating the impact of a school counselor-led program,
Ready for Success (RFS), on the academic achievement of third grade students. The
research questions that were investigated in the study were: (a) Does participation in the Ready for Success Program, a counselor-led classroom intervention, increase reading scores among 3rd grade African American, Hispanic, and White students as measured by the FCAT third grade reading test? and (b) Does participation in the Ready for Success Program, a counselor-led classroom intervention, increase reading scores among third grade African American, Hispanic, and White students as measured by the SSSDT reading test? The significance of the study lies in its focus on the need for more outcome research linking school counselor-led interventions to student achievement. The importance of counselor-led research based interventions in positively affecting student achievement addresses a national mandate delineated by the No Child Left Behind Act of 2001, which calls for evidence-based interventions in education. The population for this study included male and female, third grade, general
education students from diverse backgrounds, from one large school district located in
south Florida, herein referred to as Pineapple State School District. A standardized
objective statewide assessment instrument, the Florida Comprehensive Assessment Test (FCAT) and the school district generated standardized test, Sunshine State Standards Diagnostics Test (SSSDT), were used to measure academic achievement. Analysis of the results in this study was done using an analysis of covariance (ANCOVA) with Pretest scores on the SSSDT 3rd grade reading (2010-2011) as covariates on the dependent variables to account for differences at pretest.