This paper examines the extent to which teacher factors of the dynamic model of educational effectiveness can explain variation in student achievement in mathematics. It also searches for the extent to which any of these factors matters more for academically resilient students than for all the other low-socioeconomic-status students. Participants…

This study examined how 465 socioeconomically disadvantaged middle school students used a multimedia-enriched problem-based learning (PBL) program. Using a mixed-methods design, we investigated the impact of PBL on students' performance, and relationship among students' self-efficacy, attitude toward science, and performance. The findings showed…

The purpose of this research study was to determine if there was an academic achievement gap between third through eighth-grade students in Title I and Non-Title I schools in the academic content areas of English Language Arts and Mathematics. The study focused on the following subgroup: economically disadvantaged students. The data was gathered…

Using student-level longitudinal data from one large urban school district, I examine Long-term English Learners' (LTELs) characteristics and their linguistic and academic performance in comparison to on-track English learners and initially fluent students. I also investigate what factors are related to their becoming LTELs. This study focuses on…

The Houston Independent School District (HISD) first instituted the Wraparound Services during the 2016-2017 school year as a school-based approach to providing non-academic services to students, which was guided by a 2017 consultation report by the Boston Consulting Group. The expectation was that the provision of non-academic services would…

Mentoring programs that provide guidance and support for disadvantaged youth have expanded rapidly during the past decade in the United States. Research suggests that students with teenage mentors exhibit positive youth development, including enhanced academic self-esteem and connectedness. By contrast, some studies showed that programs that offer…

The McKinney-Vento Homeless Education Assistance Improvements Act of 2001 (MCKV), which provides funds to local educational agencies (LEAs), is almost a decade old, yet no evaluations of its academic effectiveness have been reported. Using a systems theory framework, the authors answer the question of whether homeless students in grade 6 from LEAs…

Community schools are an approach that has been adopted to respond to this educational crisis. By partnering with local agencies, community schools provide students and families with access to healthcare services, educational enhancement and recreational opportunities, family economic supports such as workforce development and income tax…

The authors of the "No Child Left Behind Act of 2001" anticipated that a majority of school districts or schools would not be able to attain state and national achievement standards without assistance. Consequently, the Act created a major tenet known as Supplemental Educational Services (SES) programs to improve the learning outcomes of…

This study shows that there is a positive correlation between self esteem and academic achievement for inner city black children. Seventy-eight grade 6 black students were divided into the following categories: upper one-third and lower third based on intelligence test scores, standardized reading test scores, and grade point average (GPA) from…

Investigated the impact of neighborhoods on student achievement using demographic data from school officials, 4th and 6th grade achievement scores, and the 1990 Census from two mid-sized urban school districts. Neighborhood type affected the students. Students who dealt with higher levels of certain socioeconomic, environmental, and neighborhood…

As part of a continuing debate on the effectiveness of educational interventions among disadvantaged groups, this article reports the results of an empirical study of 1,567 pupils from the first and sixth grades, attending 20 primary schools in disadvantaged areas of Montreal, Canada. Assesses the effects of using teachers as "resource…

As part of compliance with with the federal No Child Left Behind Act, this document presents the State Report Card of Arizona for 2009-2010. The report card provides tables relating to percentage of students who passed AIMS in Arizona by subject and grade. The tables shown in this document include: (1) Mathematics Grade 3; (2) Reading Grade 3; (3)…

Researchers have observed that academic achievement of socioeconomically disadvantaged and minority group children declines relative to norms of performance as the number of years in school increases. Less documented is the relationship of student self concept to achievement. A study underway at the University of Texas proposes to address both…