The Influence of Environment to Students’ Motivation and The Effect to Student Achievement Grade Audio Video Department SMK Muh. Kutowinangun Kebumen

This research aims to determine: 1) the influence of school environment to student achievement. 2) the influence of family environment to student achievement. 3) the influence of communities to student achievement. 4) the influence of industrial environments to student achievement. 5) the influences of students’ motivation to student achievement. (6) the influence of school environment, family environment, communities, industrial environments and students’ motivation to student achievement from student XII grade Audio Video department SMK Muh. Kutowinangun Kebumen. This research is an Ex-post facto with quantitative approach. The population is a class XII student of Audio Video department SMK Muh. Kutowinangun Kebumen school year 2011/2012 which amounts to 36 students. Methods of data collection using questionnaires Likert scale models for all variables. The validity of research instruments performed by analysis of the items calculated by the formula Product moment correlation. Reliability of the instrument calculated using Cronbach Alpha. Prior to the first data analysis conducted descriptive analysis and testing requirements analysis including tests of normality, linearity tests, and multicollinearity test. Data analysis techniques are used to test the hypothesis is a technical product moment regression analysis.. The results showed that: (1) there is a positive relationship between school environment (X1) with student achievement (Y) are indicated coefficient R = 0,335. The coefficient of determination (R2) = 0,112. (2) there is a positive relationship between family environment (X2) with student achievement (Y) are indicated coefficient R = 0,578. The coefficient of determination (R2) = 0,334. (3) there is a positive relationship between communities (X3) with student achievement (Y) are indicated coefficient R = 0,485. The coefficient of determination (R2) = 0,235. 4) there is a positive relationship between industrial environments (X4) with student achievement (Y) are indicated coefficient R = 0,367. coefficient of determination (R2) = 0,135. (5) there is a positive relationship between students’ motivation (X5) with student achievement (Y), are indicated coefficient R = 0,658. coefficient of determination (R2) = 0,434. (6) there is a positive relationship between school environment (X1), family environment (X2), between communities (X3), industrial environments (X4) and students’ motivation (X5) together in the readiness of student achievement (Y), are indicated coefficient R = 0,725. coefficient of determination (R2) = 0,526

Evaluating the Impact of Charter Schools on Student Achievement: A Longitudinal Look at the Great Lakes States

This study looks at student achievement in math and reading in charter and traditional public schools over a five-year period in Illinois, Indiana, Michigan, Minnesota, Ohio, and Wisconsin. The primary finding is that student achievement in charter schools in these six states is lower than in traditional public schools. The study also finds, however, that student achievement in charter schools is improving over time

Principal Perceptions of Walkthrough Effectiveness

Teacher quality is the most important school level factor affecting student achievement. There is a direct correlation between effective instruction provided by highly qualified teachers and increased student achievement (Colvin & Johnson, 2007)

The effect of a brief teacher training on student achievement

On the basis of previously determined correlations between teacher behavior and student achievement, a training program for mathematics teachers was developed. Previous research had established that this training did change the behavior of teachers. This article reports the effects of the training program on teacher behavior, student achievement, and student attitudes towards mathematics. From this study it appeared that the timing of the training was important for its effect on student achievement. There was no effect on student attitude

Teacher Professional Development: A Primer for Parents and Community Members

Quality teachers are the single greatest determinant of student achievement. Teacher education, ability, and experience account for more variation in student achievement than all other factors. Studies have found that 40 to 90 percent of the difference in student test scores can be attributed to teacher quality. Knowing the subject matter, understanding how students learn, and practicing effective teaching methods translate into greater student achievement. Therefore, it is vitally important that teachers be well prepared when they begin teaching and that they continue to improve their knowledge and skills throughout their careers

Health and physical education 2013

In 2013 the National Monitoring Study of Student Achievement assessed student achievement in two learning areas of the New Zealand Curriculum–health and physical education, and mathematics and statistics. This report focuses on health and physical education. Summary The National Monitoring Study of Student Achievement–Wānangatia Te Putanga Tauira–is designed to assess and understand student achievement across the New Zealand Curriculum at Year 4 and Year 8 in New Zealand’s English-medium state schools. The main purposes of National Monitoring Study of Student Achievement are: • to provide a snapshot of student achievement against the New Zealand Curriculum; • to identify factors that are associated with achievement; • to assess strengths and weaknesses across the curriculum; • to measure change in student achievement over time; and • to provide high quality, robust information for policy makers, curriculum planners and educators. National Monitoring Study of Student Achievement assessed achievement inhealth and physical education in two ways: by using a measure of Critical Thinking in Health and Physical Education; and descriptive reporting of students’ understanding of well-being, and the demonstration of a range of movement and strategic action skills within the contexts of games, and movement sequences. The Critical Thinking in Health and Physical Education achievement measure was aligned to the levels of the New Zealand Curriculum.Other data related to students’, teachers’ and principals’views of  teaching and learning in health and physical education were also collected via questionnaires. &nbsp

UNLV Top Tier Focus - Student Achievement

Our Student Achievement goal involves retention and graduation rates, but also includes other academic and co-curricular learning experiences. We create productive members of society as we educate students that are prepared for success in their personal, civic, and professional lives.https://digitalscholarship.unlv.edu/top_tier_focus/1005/thumbnail.jp

Native American Student Achievement in Minnesota

This report includes information about Native American students' graduation rates in Minnesota schools, legislative gains that are helping Native Americans to succeed, profiles of successful schools, and professional development training activities to help teachers work more effectively with Native American parents and students

SCHOOL INPUTS AND EDUCATIONAL OUTCOMES IN NORTH CAROLINA: COMPARISON OF STATIC AND DYNAMIC ANALYSES

The relationship between student achievement and school inputs has long been a subject of academic research. The general conclusion of past research is that school inputs, such as the number of teachers relative to pupils, has little impact on student academic outcomes. This paper provides a fresh look at this issue. Seventeen alternative measures of student performance in North Carolina school districts are related to a wide array of school policy inputs and socioeconomic characteristics of students and their families. Both static and dynamic analyses are performed. The key findings are (1) the school policy inputs significantly related to student achievement vary by the measure of student achievement used, (2) the joint contribution of school policy inputs to student achievement is relatively small, and (3) the results differ between the static and dynamic analyses; in particular, changes in the number of teachers relative to the number of pupils in the district have a much stronger association with student achievement in the dynamic analysis.public education, student achievement, Public Economics,

Teacher density and student achievement in Swedish compulsory schools

This paper analyzes how student achievement is affected by resource increases in the Swedish compulsory school due to a special government grant that was enforced in the academic year of 2001/02. The analysis is based on register data that contains all students that completed compulsory schooling (ninth grade) between 1998 and 2005. The results show that socio-economic variables explain a great deal of the variation in student achievement. The study also shows that the increased resources have not had a statistical significant positive effect on the average student’s achievement. This conclusion holds true when different measures of student achievement are used. Increased resources have however improved student achievement for students with low educated parents. If teacher density is increased with 10 percent students with low educated parents are expected to increase their grade point average ranking with about 0.4 percentile units.Teacher density; student achievement; government grant