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2006 - American Association of Colleges for Teacher Education Pages: 4 pages || Words: 1515 words || 
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1. O'shea, Mark. "The Standards Achievement Plannning Cycle: An Instructional Planning Protocol for Helping New Teachers Close the Achievement Gap" Paper presented at the annual meeting of the American Association of Colleges for Teacher Education, Jan 26, 2006 Online <PDF>. 2019-03-25 <http://citation.allacademic.com/meta/p35853_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: No Child Left behind mandates student achievement of state standards. This session describes an instructional planning protocol for tranlating standards resources into standards achieving student work.

2005 - American Sociological Association Pages: 19 pages || Words: 6657 words || 
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2. Parks, Kathrin. "A Formula for Low Achievement: Using Multi-level Models To Understand Variance in Mathematics Achievement" Paper presented at the annual meeting of the American Sociological Association, Marriott Hotel, Loews Philadelphia Hotel, Philadelphia, PA, Aug 12, 2005 Online <PDF>. 2019-03-25 <http://citation.allacademic.com/meta/p22176_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: The following study utilizes data from the High School and Beyond Study in order to predict mathematics achievement using both student characteristics and school level characteristics. Utilizing Hierarchical Linear Modeling, this study extends the body of literature by exploring how race, socio-economic status, and gender, as well as the percentage of minority students in a school, whether or not the school is Catholic, the proportion of students in the academic track, and the mean socioeconomic status of the school all affect mathematics achievement. Through this methodology, it was possible to see the direct effects of both student level and school level variables on achievement, as well as the cross-level interaction of all of these variables. Findings suggest that there are discrepancies in how different types of students achieve, as well as how those students achieve in varying contexts. Many of the variables were statistically significant in their effect on mathematics achievement. Implications for this research are discussed and considerations for future research are presented.

2012 - MWERA Annual Meeting Pages: unavailable || Words: 4013 words || 
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3. Berrios-Brown, Margaret. and Brown, Russell. "Reading Achievement Tests: Predicting Achievement and Language Growth for English Language Learners" Paper presented at the annual meeting of the MWERA Annual Meeting, Hilton Orrington Hotel, Evanston, Illinois, Nov 07, 2012 Online <PDF>. 2019-03-25 <http://citation.allacademic.com/meta/p600389_index.html>
Publication Type: Paper Presentation
Review Method: Peer Reviewed
Abstract: Evaluating the efficacy of services for second language learners is complicated by measurement issues. Solano-Flores and Trumball (2003) argued that all achievement tests are, to some extent, also measures of language proficiency. Coltrane (2002) recommends that educators be “cautious” when interpreting the test results of ELLs emphasizing the need to use multiple measures rather than basing educational decisions on a single measure. The present study examined the relationship between the Ohio Reading Achievement Assessment, reading benchmark assessments and the Ohio Test of English Language Acquisition for ELL students and addressed the following questions: (a) what is the relationship between the benchmark and the OAA; (b) is there a change in the strength of the relationship between these tests as language proficiency increases, (c) what is the relationship between the achievement tests and the test of language acquisition, and (d) are scores on the benchmark predictive of changes in language acquisition.

2015 - MWERA Annual Conference Pages: unavailable || Words: unavailable || 
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4. Huang, Grace., Gove, Mary., Beaune, Melissa. and Wang, Yiyin. "Asian Parenting and Asian Descendant Students’ Motivation for Academic Achievement: Exploring the Key Ingredients to Nurture Achievement" Paper presented at the annual meeting of the MWERA Annual Conference, Hilton Orrington Hotel, Evanston, IL, Oct 20, 2015 Online <APPLICATION/PDF>. 2019-03-25 <http://citation.allacademic.com/meta/p1045770_index.html>
Publication Type: Panel Paper
Review Method: Peer Reviewed
Abstract: Why do Asian students attain such high academic performance at school? In light of the consistent Asian descendant students PISA (Program for International Student Assessment) data results and other statistics indicated the high academic achievement, the purpose of this proposed presentation is to examine the Asian parenting and its association with children’s academic achievement through the parents’ experiences and perceptions. A qualitative research was conducted through the methods of semi-structured interviews, including individual interviews and a focus group session. Based on the thematic analysis, four themes emerged. They are Parental Expectations, Resources, Communications, and Parental Modeling. Implications will be provided to inform the research community concerning Asian descendant families, children’s academic performance, and educational practices.

2016 - American Sociological Association Annual Meeting Pages: unavailable || Words: unavailable || 
Info
5. Irwin, Veronique. "Capacities to Achieve: Positive Teaching Mindsets and Student Achievement in First Grade" Paper presented at the annual meeting of the American Sociological Association Annual Meeting, Washington State Convention Center, Seattle, WA, Aug 17, 2016 Online <APPLICATION/PDF>. 2019-03-25 <http://citation.allacademic.com/meta/p1116679_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This paper aims to identify a causal relationship between teaching mindsets and student achievement in first grade. Teaching mindsets are defined as teachers’ expectations for student gains, which may reflect teachers’ evaluations of their capacity to teach or their students’ capacity to learn. Support for a causal relationship between teaching mindsets and student achievement is particularly strong in first grade because (1) younger students are enthusiastic about schooling, precluding a reverse causal argument, (2) students are somewhat randomly sorted into classrooms and spend their whole day under the instruction of a single teacher, which reduces the risk of selection bias or cumulative (dis)advantage, and (3) I find evidence that school organizational culture can influence teaching mindsets, net of the composition of the student body. Multilevel analyses focus on two dimensions of teaching mindsets, based on a set of questions from the Early Childhood Longitudinal Study (ECLS-K:2011), which I call Teacher Capacities and Student Capacities. Students whose teachers have more positive mindsets on the second measure perform better in reading, net of student background and school characteristics. This effect is strongest in schools where teachers are most likely to have low expectations for student achievement: public schools serving poor districts. Thus, rather than focusing on the resources and mindsets that students bring with them to school, this paper suggests that education research and policy efforts may be more effectively targeted towards teachers.

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