The Competitive Effects of School Choice on Student Achievement: A Systematic Review
Ontology highlight
ABSTRACT:
SUBMITTER: Jabbar H
PROVIDER: S-EPMC11346812 | biostudies-literature | 2019 Sep
REPOSITORIES: biostudies-literature
Similar Datasets
Project description:Abstract This is the protocol for a Campbell review. Our primary research question is: What are the effects of different testing frequencies on student achievement? Our secondary research question is: What are the effects of different testing frequencies on measures of students' testing anxiety? Our third research question is: How are the effects of different testing frequencies on student achievement and testing anxiety moderated by subject, grade, type of test, duration of the intervention, and gender?
| S-EPMC8742135 | biostudies-literature
Project description:ImportanceThe White House National Strategy on Hunger, Nutrition, and Health included expanding free school meals to all students, regardless of income, which has sparked debate in the United States.ObjectiveTo assess the association between universal free school meals (UFSMs) and school and student outcomes in the United States.Evidence reviewAn expert panel-informed protocol was developed to evaluate intervention or cohort studies comparing UFSM programs, such as the Community Eligibility Provision (CEP), with non-UFSM programs in US schools from August 2012 (excluding 2020-2021 due to the COVID-19 pandemic) in peer-reviewed publications or government reports. Outcomes included meal participation rates, attendance, dietary intake and quality, food waste, economic impact, food insecurity, anthropometrics, disciplinary actions, stigma, and shaming. A search of Medline, Econlit, Business Source Ultimate, ERIC, Agricola, Cab Abstracts, and CINAHL was performed in April 2024. Two researchers screened articles for inclusion, extracted data, and assessed risk of bias, using the Risk of Bias in Nonrandomized Studies of Interventions tool, for each included study. Grading of Recommendations, Assessment, Development, and Evaluations was used to assess the certainty of evidence for each outcome.FindingsThe search identified 2784 records, with 6 studies included, representing more than 11 000 elementary, middle, and high schools. Nonrandomized intervention studies performed difference-in-difference or rate ratio analysis to investigate CEP participation rates, attendance, anthropometrics, and/or suspensions. CEP was associated with increased lunch (3 studies; moderate certainty) and breakfast (1 study; very low certainty) participation. School attendance was unchanged or improved in schools with CEP compared with schools without UFSM (2 studies; low certainty). CEP was associated with lower obesity prevalence (1 study; very low certainty) and fewer suspensions (1 study; very low certainty). Reasons for downgrading the certainty ratings included indirectness (data not fully representative of the United States) and inconsistency (small number of studies limiting ability to assess consistency). Despite the limitations, the evidence reflected well-designed longitudinal intervention studies appropriate for decision-making.Conclusions and relevanceIn this systematic review, UFSMs were associated with increased meal participation, no or slight improvements in attendance, and decreased obesity prevalence and suspension rates; certainty of evidence was moderate for lunch participation and low or very low for other outcomes. Studies did not report several important outcomes, such as diet quality and food security, suggesting the need for more high-quality research encompassing policy-relevant indicators.
| S-EPMC11316229 | biostudies-literature
Project description:Improving teaching quality is widely recognized as critical to addressing deficiencies in secondary school education, yet the field has struggled to identify rigorously evaluated teacher-development approaches that can produce reliable gains in student achievement. A randomized controlled trial of My Teaching Partner-Secondary--a Web-mediated approach focused on improving teacher-student interactions in the classroom--examined the efficacy of the approach in improving teacher quality and student achievement with 78 secondary school teachers and 2237 students. The intervention produced substantial gains in measured student achievement in the year following its completion, equivalent to moving the average student from the 50th to the 59th percentile in achievement test scores. Gains appeared to be mediated by changes in teacher-student interaction qualities targeted by the intervention.
| S-EPMC3387786 | biostudies-literature
Project description: Not available
| S-EPMC8428040 | biostudies-literature
Project description:School climate is a leading factor in explaining student learning and achievement. Less work has explored the impact of both staff and student perceptions of school climate raising interesting questions about whether staff school climate experiences can add "value" to students' achievement. In the current research, multiple sources were integrated into a multilevel model, including staff self-reports, student self-reports, objective school records of academic achievement, and socio-economic demographics. Achievement was assessed using a national literacy and numeracy tests (N = 760 staff and 2,257 students from 17 secondary schools). In addition, guided by the "social identity approach," school identification is investigated as a possible psychological mechanism to explain the relationship between school climate and achievement. In line with predictions, results show that students' perceptions of school climate significantly explain writing and numeracy achievement and this effect is mediated by students' psychological identification with the school. Furthermore, staff perceptions of school climate explain students' achievement on numeracy, writing and reading tests (while accounting for students' responses). However, staff's school identification did not play a significant role. Implications of these findings for organizational, social, and educational research are discussed.
| S-EPMC5723344 | biostudies-literature
Project description:BackgroundMany children do not engage in sufficient physical activity, and schools provide a unique venue for children to reach their recommended 60 daily minutes of moderate-to-vigorous physical activity (MVPA). Prior research examining effects of MVPA on academic achievement is inconclusive, and few studies have investigated potential moderators of this relationship. This study examined whether student-level characteristics (gender, race/ethnicity, free/reduced-price lunch status) and school-level characteristics (proportion of students qualifying for free/reduced-price lunch, physical activity environment and opportunities) moderate the relationship between MVPA and academic achievement.MethodsIn a large, diverse metropolitan public school district in Georgia, 4,936 students in Grade 4 were recruited from 40 elementary schools. Students wore accelerometers to measure school-day MVPA for a total of 15 days across three semesters (fall 2018, spring 2019, fall 2019). Academic achievement data, including course marks (grades) for math, reading, spelling, and standardized test scores in writing, math, reading, and Lexile (reading assessment), were collected at baseline (Grade 3, ages 8-9) and at follow-up in Grade 4 (ages 9-10). Standardized test scores were not measured in Grade 5 (ages 10-11) due to COVID-19-related disruptions. Multilevel modeling assessed whether student-level and/or school-level characteristics were moderators in the cross-sectional and longitudinal MVPA-academic achievement relationship.ResultsCross sectional analyses indicated that the MVPA and AA relationship was moderated only by student Hispanic ethnicity for Grade 4 fall spelling marks (β = -0.159 p < 0.001). The relationship for Grade 4 fall spelling marks was also moderated by school physical activity opportunities (β = -0.128 (p < 0.001). Longitudinally, there was no significant moderation of the MVPA-academic achievement. A relationship by student gender, free/reduced-price lunch status, race/ethnicity; nor for school-level factors including proportion of students qualifying for free/reduced-price lunch, physical activity environment, and physical activity opportunities.ConclusionsOverall, our results did not suggest that student- or school-level characteristics moderate the MVPA-academic achievement relationship. While statistically significant results were observed for certain outcomes, practical differences were negligible. In this population, school-based MVPA does not appear to differently affect academic performance based on student gender, race/ethnicity, free/reduced-price lunch, nor school characteristics.Trial registrationThis study was registered with the National Institutes of Health (NIH) ClinicalTrials.gov system, with ID NCT03765047 . Registered 05 December 2018-Retrospectively registered.
| S-EPMC9425813 | biostudies-literature
Project description:BackgroundAcademic success is a measure of students' ability to attain their educational objectives, often assessed through regular evaluations or examinations. To establish effective policies and programs that align with academic accomplishments, conducting comprehensive data analysis is pivotal. Hence, this systematic review aimed to synthesize the factors impeding the academic achievements of Ethiopian students in higher education.MethodsA comprehensive review was conducted on studies involving Ethiopian university students from 2013 to 2022. The review encompassed 24 papers that were gathered from different databases like PubMed, Google Scholar, African Journals Online, Scopus, and Web of Science.ResultsThe findings of this research revealed that inadequate classroom environments, experiencing dysmenorrhea, and engaging in excessive social media usage were all linked to a decline in academic performance. Conversely, adopting healthy sleep habits, achieving high scores in entrance exams, and avoiding recent substance abuse were all factors positively influencing academic success. In addition, there was a positive correlation between academic excellence and being a health science college student and age range of 20 to 24 years old.ConclusionTo enhance academic performance, it is crucial to address the negative factors identified, such as inadequate classroom environments, dysmenorrhea, and excessive social media usage, while promoting positive factors like healthy sleep habits, high scores in exams, and avoiding substance abuse. Additionally, being a health science college student and belonging to the age range of 20 to 24 were found to be associated with academic excellence.
| S-EPMC10659171 | biostudies-literature
Project description:We apply "value-added" models to estimate the effects of teachers on an outcome they cannot plausibly affect: student height. When fitting commonly estimated models to New York City data, we find that the standard deviation of teacher effects on height is nearly as large as that for math and reading, raising potential concerns about value-added estimates of teacher effectiveness. We consider two explanations: non-random sorting of students to teachers and idiosyncratic classroom-level variation. We cannot rule out sorting on unobservables, but find students are not sorted to teachers based on lagged height. The correlation in teacher effects estimates on height across years and the correlation between teacher effects on height and teacher effects on achievement are insignificant. The large estimated "effects" for height appear to be driven by year-to-year classroom by teacher variation that is not often separable from true effects in models commonly estimated in practice. Reassuringly for use of these models in research settings, models which disentangle persistent effects from transient classroom-level variation yield the theoretically expected effects of zero for teacher value added on height.
| S-EPMC10810012 | biostudies-literature
Project description:PurposeThis review systematically summarizes the studies of the relationship between primary-to-secondary school students' motor skills and academic achievement, and analyzes the relationship between gross and fine motor skills and performance in different subjects.MethodFive electronic databases, Web Of Science, PubMed, PsycINFO, SPORTDiscus, and Academic Search Premier, were searched in March 2023. Semi-quantitative assessment methods were used to analyze the results of the included studies.ResultsSeventy-eight articles were included in this systematic review. The semi-quantitative assessment results showed that gross (+, 65.0/62.5%) and fine motor skills (+, 83.3/80%) were positively correlated with overall performance and language performance, with ≥60% of the associations in the same direction. For different subjects, fine motor skills were positively correlated with students' mathematics (+, 75.0%), reading (+, 72.7%), writing (+, 66.7%), and spelling (+, 60.0%) scores. However, the association between gross motor skills and students' mathematics achievement (?, 52.8%), reading (?, 53.8%), and spelling (?, 50.0%) is uncertain, with <60% of the associations in the same direction.ConclusionsIt is wise to direct our gaze toward the evolution of motor skills among students, especially primary school students. Different motor skill intervention modes should be selected in a targeted manner according to different subject achievements.
| S-EPMC10969452 | biostudies-literature
Project description:OBJECTIVES:With the high and rising total cost of medical school, medical student debt is an increasing concern for medical students and graduates, with significant potential to impact the well-being of physicians and their patients. We hypothesised that medical student debt levels would be negatively correlated with mental health and academic performance, and would influence career direction (ie, medical specialty choice). DESIGN:We performed a systematic literature review to identify articles that assessed associations between medical student mental health, academic performance, specialty choice and debt. The databases PubMed, Medline, Embase, Scopus and PsycINFO were searched on 12 April 2017, for combinations of the medical subject headings Medical Student and Debt as search terms. Updates were incorporated on 24 April 2019. RESULTS:678 articles were identified, of which 52 met the inclusion criteria after being reviewed in full text. The majority of studies were conducted in the USA with some from Canada, New Zealand, Scotland and Australia. The most heavily researched aspect was the association between medical student debt and specialty choice, with the majority of studies finding that medical student debt was associated with pursuit of higher paying specialties. In addition, reported levels of financial stress were high among medical students, and correlated with debt. Finally, debt was also shown to be associated with poorer academic performance. CONCLUSIONS:Medical student debt levels are negatively associated with mental well-being and academic outcomes, and high debt is likely to drive students towards choosing higher paying specialties. Additional prospective studies may be warranted, to better understand how educational debt loads are affecting the well-being, career preparation and career choices of physicians-in-training, which may in turn impact the quality of care provided to their current and future patients.
| S-EPMC6609129 | biostudies-literature