An Analysis Of The Effect Of Involuntary Mobility On Student Achievement As Measured By The Florida Comprehensive Assessment Test

This study examined the impact of involuntary mobility on the academic achievement of tenth grade students in a Central Florida school district. Students of involuntary mobility were selected as the result of new attendance boundaries due to new high school construction. Students were compared against non-mobile peers at schools of like demographics (i.e. poverty level and ethnicity). Mobility status (involuntary or no mobility) was the independent variable. The dependent variable, academic achievement, was measured by students’ tenth grade developmental scale scores in reading and mathematics on the Florida Comprehensive Assessment Test. Students’ ninth grade test scores were used as a covariate to control for students’ prior achievement and isolate the impact of mobility. Additional subgroups (minority and poverty) were compared to determine if involuntary mobility had a more significant impact on these groups. Finally, a hierarchical linear regression was used to determine if a model for reading and mathematics could be used to predict future academic performance for students of involuntary mobility. Findings showed consistently there was no statistically significant difference in the achievement performance among groups or subgroups and the subject tests of reading and/or mathematics with one exception. There was a statistically significant difference in mathematics achievement in the all students group when comparing those students of involuntary mobility with students of stability. Students of mobility actually indicated a modest level of higher achievement than non-mobile peers. The hierarchical linear model iv was found to be marginally significant for predicting achievement among involuntary mobility students in the area of mathematics, but not necessarily in reading. Future research recommendations include broadening the research to additional grade-levels. This research only considered the impact of achievement on high school students. Future research should consider similar impact on students at both the elementary and/or middle school levels. Qualitative measures would provide additional information, particularly the perceptions and experiences that stakeholders have throughout the involuntary mobility process. Other at-risk subgroups, particularly those of residential mobility and/or previous retention, provide additional considerations that would add to this body of research. Finally, involuntary mobility as the result of school closings would provide additional insight as this factor often has public negative perceptions

The Effect of Student Mobility on Achievement and Gain-score Test Results

The purpose of this study was to determine if there is a significant effect of student mobility on student achievement and/or a student’s gain-score test results in both reading and mathematics. A conclusion was then reached as to whether or not the schools in Tennessee are being fairly assessed since mobility is not taken into account in the state’s performance model. The first step to this end required an investigation into the current knowledge of student mobility. The second step was an investigation into accountability in general and accountability specifically in the state of Tennessee. Approval to access the Tennessee Comprehensive Assessment Program (TCAP) data for Knox County Schools was obtained. I then received student demographic data and a user name and password to access the Tennessee Department of Education web site. The population of this study consisted of all students in the Knox County School system in grades 3-5 at the 2003 spring administration of the TCAP. The population consisted of 12,138 regular and special education students. The population data included: ethnicity, gender, grade level, membership (mobility status), school and socioeconomic status for each student. The data obtained from the web site were four composite scale scores in reading and mathematics from the 2002 and 2003 TCAP. The 2002 scale scores were then subtracted from the 2003 scale scores to obtain a gain-score test result. Statistical results were generated by using SPSS© with statistical significance set at the .05 level. The results of the study supported some previous research on the effect of mobility on student achievement, finding that mobility adversely effects student achievement in reading and mathematics in this school district. The results were mixed when looking at the effect of mobility on student mean gain-score results. There was a significant negative effect in mathematics, but not in reading. Only 2 factors, gender and ethnicity, interacted significantly with mobility on mean mathematics achievement

METHODS OF FORMING MATHEMATICAL MOBILITY OF FUTURE ENGINEERS IN HIGHER MATHEMATICS CLASSES

Continuous education today is a major feature of modern society. In order to ensure the competitiveness of future professionals who obtain higher education within the walls of the Institutions of Higher Education, the education process should be aimed at ensuring a high level of professional knowledge as well as the formation of graduates' adaptability to changeable modern production.  Since for a future engineer knowledge of higher mathematics is the basis for solving complex problems of a production nature, it can be argued that they are part of professional mobility. The implementation of technologies for the formation of professional mobility in higher mathematics has made it possible to note that the readiness to change activities can be considered not only in the context of changing professional activity, but also in the process of students’ educational activity. And this, in turn, made it possible to determine the «mathematical mobility». The purpose of the article is to theoretically substantiate and practically test the methods of forming mathematical mobility of future engineers in higher mathematics classes. The experiment used competency-oriented tasks, test tasks in higher mathematics, built on the basis of Bloom's taxonomy, developed interactive methods for conducting practical classes in the process of studying higher mathematics. The results of the experiment showed the effectiveness of the proposed innovative technologies in the process of fundamental training of future engineers.

The Influence of Instructional Minutes on Grade 11 Language Arts and Mathematics High School Proficiency Assessment Performance

The purpose for this cross-sectional, non-experimental explanatory quantitative research study was to explain the amount of variance in the High School Proficiency Assessment-11 Language Arts and Mathematics scores accounted for by the amount of instructional minutes at high schools in New Jersey. A proportional, stratified random sample which included all public high schools’ students who participated in the State of New Jersey was generated and subsequently analyzed to determine the influence of NJ School Report Card-instructional minutes on NJ HSPA-11 language arts and mathematics scores. The independent variable was instructional time, which is defined as the exact amount of time a school dedicates to instruction during a normal school day controlling for student, faculty and school variables. The student variables included attendance, mobility, LEP, students with disabilities and socioeconomic status. The faculty variable included attendance, credentials and mobility. School variables included school size and length of school day. Total instructional time, the focus of this study, was not a statistically significant predictor of student achievement in the grade 11, 2011 High School Proficiency Assessment for Language Arts and Mathematics. The variable that was the most significant predictor of student achievement in the grade 11, 2011 High School Proficiency Assessment for Language Arts and Mathematics was Limited English Proficiency (LEP) students. Other variables that were found to be statistically significant predictors of student achievement included student mobility, students with disabilities, SES, and student attendance, along with the faculty-based variables faculty attendance and faculty mobility as well as the school-based variable school size for students on the grade 11, 2011 High School Proficiency Assessment for Language Arts and Mathematics

Academic Achievement Differences by Student Mobility: An Analysis of Texas Grade 8 Student Performance

Differences in reading mathematics and science achievement of Grade 8 students as a function of mobility were examined with and without controls for economic status in this investigation Data were obtained from the Texas Education Agency Public Education Information Management System for the 2003-2004 through the 2007-2008 school years Statistically significant differences were revealed in reading mathematics and science test scores as a function of student mobility both when controlling for and not controlling for economic status Mobile students had statistically significantly lower reading and mathematics test scores than did non-mobile students for all 6 school years Science scores were statistically significantly lower for all three years for which data were available Implications for policy and practice and suggestions for future research were mad

The Influence of Student Mobility on Grade 5 New Jersey Assessment of Skills and Knowledge Scores

This cross-sectional, correlational, explanatory study sought to explain the influence of student mobility on the total percentage of students who scored Proficient or Advanced Proficient (TPAP) on the New Jersey Assessment of Skills and Knowledge (NJ ASK) on both Grade 5 Language Arts Literacy and Mathematics in 2010-2011. The analysis included simultaneous and hierarchical regression models for student, school, and faculty variables. All data explored in this study pertained to 696 public elementary schools in New Jersey during the 2010-2011 academic year. The results of this study revealed that student mobility had no statistically significant influence on proficiency levels on the Grade 5 Language Arts Literacy and Mathematics section of the NJ ASK in 2010-2011

The Collapse of the Soviet Union and the Productivity of American Mathematicians

It has been difficult to open up the black box of knowledge production. We use unique international data on the publications, citations, and affiliations of mathematicians to examine the impact of a large post-1992 influx of Soviet mathematicians on the productivity of their American counterparts. We find a negative productivity effect on those mathematicians whose research overlapped with that of the Soviets. We also document an increased mobility rate (to lower-quality institutions and out of active publishing) and a reduced likelihood of producing “home run” papers. Although the total product of the pre-existing American mathematicians shrank, the Soviet contribution to American mathematics filled in the gap. However, there is no evidence that the Soviets greatly increased the size of the “mathematics pie.” Finally, we find that there are significant international differences in the productivity effects of the collapse of the Soviet Union, and that these international differences can be explained by both differences in the size of the émigré flow into the various countries and in how connected each country is to the global market for mathematical publications.

A Practical Solution to the Death of the American Dream

Has slowing class mobility caused the shift in American culture away from the traditional “American Dream”? Or has this shift in American culture caused slowing class mobility? Author information: Pamela Larkin is a junior at Smith College majoring in Government and minoring in Mathematics. She is also President of the Smith Republicans, as well as a student-athlete who plays socce