Characteristics of Private Schools in the United States: Results From the 2011-12 Private School Universe Survey

In 1988, the National Center for Education Statistics (NCES) developed a private school data collection that improved on the sporadic collection of private school data dating back to 1890 bydeveloping an alternative to commercially available private school sampling frames. Since 1989, the U.S. Bureau of the Census has conducted the biennial Private School Universe Survey (PSS) for NCES. The PSS is designed to generate biennial data on the total number of private schools, students, and teachers, and to build a universe of private schools to serve as a sampling frame of private schools for NCES sample surveys. For more information about the methodology and design of the PSS, please see the Technical Notes in appendix B of this report. The target population for the PSS is all schools in the 50 states and the District of Columbia that are not supported primarily by public funds, provide classroom instruction for one or more of grades kindergarten through 12 (or comparable ungraded levels), and have one or more teachers. Organizations or institutions that provide support for home schooling, but do not provide classroom instruction, are not included. The 2011 -- 12 PSS data were collected between September 2011 and May 2012. All data are for the 2011 -- 12 school year except the high school graduate data, which are for the 2010 -- 11 school year.Because the purpose of this report is to introduce new NCES survey data through the presentation of tables containing descriptive information, only selected findings are listed below. These findings are purely descriptive in nature and are not meant to imply causality. These findings have been chosen to demonstrate the range of information available from the 2011 -- 12 PSS rather than to discuss all of the observed differences, emphasize any particular issue, or make comparisons over time.The tables in this report contain counts and percentages demonstrating bivariate relationships. All of the results have been weighted to reflect the sample design and to account for nonresponse and other adjustments. Comparisons drawn in the selected findings have been tested for statistical significance at the .05 level using Student's t statistics to ensure that the differences are larger than those that might be expected due to sampling variation. No adjustments were made for multiple comparisons. Many of the variables examined are related to one another, and complex interactions and relationships have not been explored. Statistical Analysis Software (SAS 9.2) and SUDAAN (10.0) were used to compute the statistics for this report

Design and field procedures in the US National Comorbidity Survey Replication Adolescent Supplement (NCS-A)

An overview is presented of the design and field procedures of the US National Comorbidity Survey Replication Adolescent Supplement (NCS-A), a US face-to-face household survey of the prevalence and correlates of DSM-IV mental disorders. The survey was based on a dual-frame design that included 904 adolescent residents of the households that participated in the US National Comorbidity Survey Replication (85.9% response rate) and 9244 adolescent students selected from a nationally representative sample of 320 schools (74.7% response rate). After expositing the logic of dual-frame designs, comparisons are presented of sample and population distributions on Census socio-demographic variables and, in the school sample, school characteristics. These document only minor differences between the samples and the population. The results of statistical analysis of the bias-efficiency trade-off in weight trimming are then presented. These show that modest trimming meaningfully reduces mean squared error. Analysis of comparative sample efficiency shows that the household sample is more efficient than the school sample, leading to the household sample getting a higher weight relative to its size in the consolidated sample relative to the school sample. Taken together, these results show that the NCS-A is an efficient sample of the target population with good representativeness on a range of socio-demographic and geographic variables. Copyright © 2009 John Wiley & Sons, Ltd.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/63040/1/279_ftp.pd

IMPACT OF SCHOOL TYPE, SCHOOL POPULATION AND SOCIOECONOMIC STATUS OF STUDENT'S ACADEMIC Abstract PERFORMANCE

The study investigated the influence of school type, school population and socioeconomic status of parents on secondary students' academic performance. Three hypotheses were postulated and tested at .05 level of significance. Survey research design was adopted to conduct the study. Participants included 680 students of public and private secondary schools in Akinyele L.GA of Oyo State selected through a simple random technique. Their age range was between 14- 18 yrs with a mean age of 15.7 yrs. The instruments used for data collection was a self-designed questionnaire that contain information on the independent variables and WASCE 2003/2004 results of participants. Results of data analysis using zero- order correlation and t-test statistical procedure indicated that the parental SES, school type, school population and general school environment can make a significant contribution to students' academic performance. On the basis of these findings, suggestions and recommendations were articulate

Elementary Teachers\u27 and Administrators\u27 Perceptions of Teacher Motivation

The purpose of the study was to compare elementary teachers’ and elementary administrators’ perceptions of teacher motivation. By identifying that differences exist between elementary teachers’ and elementary administrators’ perceptions of what motivates teachers, it allows for administrators to gain a better understanding and possibly design more effective strategies for enhancing teacher motivation. Additionally, it opens the door for further studies, not only with elementary teachers and administrators, but at the middle and high school levels as well. This study used a quantitative methodology with a causal comparative design. The sample population came from two school districts in South Carolina, the Alpha School District (ASD, a pseudonym) and the Beta School District (BSD, a pseudonym). The ASD contained a mix of rural, suburban, and urban stakeholders while the BSD was rural. The sample included 251 elementary teachers and 31 administrators from twelve schools in the two districts who completed the Teacher Motivation and Job Satisfaction Survey (TMJS) electronically through Survey Monkey. The sample size for this study included a total of 282 participants. All data was collected by Survey Monkey. Overall statistical comparisons of elementary teachers’ and administrators’ perceptions of teacher motivation and comparisons of teacher motivation as delineated by gender were analyzed with independent samples t-tests. Comparisons of teachers based on their length of service were analyzed with ANOVA’s. Results indicated statistically significant differences between elementary teachers’ and administrators’ perceptions of teacher motivation. Results indicated no difference in perceptions of motivation for either gender or length of service. Implications for practice and recommendations for future studies are included

Gatekeepers of Family and Consumer Sciences: A Quantitative Study Exploring Factors Influencing Administrator and Counselor Perceptions of Family and Consumer Sciences

The purpose of this quantitative study was to identify which factors may predict the perception of family and consumer sciences curriculum (FCS) programs by administrators and school counselors. The study was centered around Kurt Lewin’s Gatekeeper theory, in which an individual or group acts as a gate through which information passes. Principals and school counselors were chosen as the sample for this study because of their role as gatekeepers in a school, deciding which programs are offered and which information is conveyed to students. A Likert-scale survey was sent to all Virginia public high school principals and school counselors. Data analysis followed a predictive correlational design, utilizing a multiple regression statistical analysis. There were four predictor variables, region of Virginia, gender, total years of experience, and knowledge of FCS content as measured by the Value of FACS in Public schools Survey; with a criterion variable of perception of FCS. Knowledge of FCS content was the only predictor variable that can predict both an administrators’ and school counselors’ perception of FCS. A multiple regression was used for statistical analysis. The linear combination of the four predictor variables indicated there was a significant relationship related to an administrator’s and a counselor’s perception of FCS. Overall results from the survey indicated both administrators and counselors have a generally positive perception of FCS. Recommendations for future research included replication in Virginia due to the low number of responses for a more accurate picture. It is also recommended to add district level staff, including but not limited to: CTE coordinators and directors, director/superintendent of student learning, etc. Decisions made by stakeholders in these positions also act as gatekeepers in an indirect way to FCS programs compared to administrators and school counselors

Hubungan Status Gizi Dengan Sindrom Pre Menstruasi Pada Remaja Putri Di SMA Frater Don Bosco Manado

: Pre Menstrual Syndrome is a collection of physical symptoms, psychological and emotional associated with a woman's menstrual cycle. The symptoms are expected and usually occur regularly on a two-week period before menstruation. The aim of research to determine the relationship of nutritional status with pre menstrual syndrome in young women at Frater Don Bosco Senior High School Manado. Design research is an analytic survey with cross sectional approach. This research was conducted in Frater Don Bosco Senior High School Manado on June 1th – 19th 2015. The sample in this research is purposive sampling with 60 respondents were included in the inclusion criteria. The instrument that uses questionnaires and observation sheets. The results of the statistical test using computerized systems by using the chi-square test (X2) at the level of significance 95% (α = 0,05). Statistical analysis showed p value = 0,000 with level of significance <0,05. Conclusion there is a meaningful correlation between nutritional status and pre menstrual syndrome in young women at Frater Don Bosco Senior High School Manado. Advice for young women to better maintain the nutritional status to reduce the risk of having symptoms of pre-menstrual syndrome heavier that can interfere daily activities

How Professional Development in Co-teaching Impacts Self-Efficacy Among Rural High School Teachers

The purpose of this study is to examine the impact of professional development in co-teaching on teacher self-efficacy among general and special education rural high school teachers. A causal-comparative research design was used to survey 256 rural high school teachers from the South and Midwest regions of the U.S. to measure their self-efficacy in student engagement, instructional practices, and classroom management. One-way analysis and independent samples t-test was used to analyze these data using SPSS statistical software. The results indicated a significant difference between teachers with and without experience in a co-teaching classroom regarding their efficacy in using instructional practices. Furthermore, ANOVA results indicated a significant difference in the number of hours of professional development a teacher received in co-teaching as it relates to their efficacy in student engagement, instructional practices, and classroom management. Further discussion and recommendations are also included

School characteristics and secondary school teachers’ work effectiveness in Abi Local Government Area of Cross River State.

This study examined school characteristics and secondary school teachers’ work effectiveness in Abi Local Government Area of Cross River State. Specifically, the study examined the influence of school location, school population, and school ownership on secondary school teachers’ work effectiveness respectively. Three research questions were posed and three null hypotheses were formulated accordingly to guide the study. The design adopted for the study was a descriptive survey research design. A purposive sampling technique was used to select a sample of 156 respondents out of a population of 549 teachers. A questionnaire titled “Teachers’ work effectiveness questionnaire” (TWEQ) was used as an instrument for data collection. Collected data were analysed using descriptive statistics, while the null hypotheses were all tested at .05 level of significance using the independent t-test statistical technique. The results of the analysis revealed that school characteristics such as location, population, and ownership, influenced secondary school teachers’ work effectiveness respectively. Based on these findings, it was recommended among others that; teachers should be motivated using intrinsic and extrinsic channels such as praises, rewards for outstanding performance, regular payment of salaries, promotion and other incentives such as improved working conditions, good classroom, and office environment, and so on, for improved work performance

A Quantitative Examination of Emotional Intelligence among Primary and Secondary School Principals in the Guam Department of Education

This quantitative study aims to evaluate the Guam Department of Education (GDOE) primary and secondary school principals’ emotional intelligence in Guam to inform emotional intelligence-based professional development training. The significance of the study is it establishes an emotional intelligence baseline for GDOE and yields contextual data to help create emotional intelligence-based professional development for GDOE school principals. The study is a non-experimental, correlational quantitative research design with a proposed sample size of 84 GDOE school principals, consisting of two populations: GDOE primary (42) and secondary school principals (42). From the sample pool of 84 school principals, 45 school participants met full participation status. The instruments employed are the Emotional Intelligence Inventory (EQ-i) 2.0 and the Professional Development Survey, with a two-week data collection period via online medium. The data analysis techniques for the study’s research questions are the independent sample t-test and linear regression. Results indicate there is no statistical significance difference between GDOE primary and secondary school principals’ overall emotional intelligence and their five emotional intelligence composite scores; however, it shows a statistical significance between GDOE’s primary and secondary school principals’ overall emotional intelligence and their need for professional development. Recommendations for future research are (1) extend sample populations to private school principals, (2) extend sample populations to the school’s teacher and staff populations, (3) put a higher emphasis on leadership effectiveness in emotional intelligence studies, and (4) integrate qualitative research methodology

Estimating School-Level Achievement in Belize

This dissertation consists of five chapters: introduction, literature review, methodology, results, and discussion with final thoughts. The research design of this dissertation study attended to structures, cultures, and characteristics associated with, and specific to, the Belize education system. The processes for data collection and types of analyses were appropriate, yielded meaningful results, and served as a segue for national application. The Belize Educator Survey was developed to capture the educators’ voices and illuminate their relationship to educational achievement in Belize. The Belize Educator Survey was piloted and revised with direct input from educators and experts who work in the Belize education system. In this dissertation study, the Belize Educator Survey was the primary data collection instrument for a district-wide, full-coverage survey approach in one of the six districts in Belize. All primary school educators in the district were invited to participate (N = 524), and the response rate was 60.11% (n = 315). One of the end goals of this study was to create a pragmatic way of estimating School-Level Achievement that incorporated data about all grade levels and include the voice of all educators associated with the school. Two methods, the Weighted-Indicator Estimation Protocol (WISP) and a Multilevel Achievement Estimation Protocol (MAEP), were compared. The Weighted-Indicator Scores Protocol estimation uses a combination of classic statistical analyses, while the Multilevel Achievement Estimation Protocol version relies on a multilevel approach that estimates the within- and between-school statistics simultaneously. The 2018 Primary School Examinations school-level performance served as the primary criterion-referenced variable. Analyses of variances, comparisons of standard errors of the mean, and rank-order matchings show that the school-level estimates derived from the Weighted-Indicator Scores Protocol and Multilevel Achievement Estimation Protocol methods are statistically different. Possible extensions of this study could identify or develop additional measures of academic performance that align to grade-level expectations in the Belize education system. The statistically significant negative associations between educators’ perceptions, School Size, and Location are also worthy of investigation for strategic planning purposes. Advisor: Kurt F. Geisinge