Data Mining
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SYNOPSIS
CITATION
LINK
Are Student Achievement and Poverty Related?
This analysis compares National Free and Reduce-Price School Lunch Program Eligibility data with NAEP Reading and Math score data to examine correlations between poverty and student performance.
Gibson, S. (2009). Are Student Achievement and Poverty Related? Retrieved from are-student-achievement-and.
Do student achievement and poverty have an impact on principal turnover?
This analysis examines the impact of student achievement and poverty on school principal turnover.
States, J. (2015). Do student achievement and poverty have an impact on principal turnover? Retrieved from do-student-achievement-and.
Does principal turnover correlate with a school's socio-economic status?
This analysis examines data from the National Schools and Staffing Survey examines school principal turnover and it's disproportional impact on school with high levels of poverty.
Keyworth, R. (2014). Does principal turnover correlate with a school's socio-economic status? Retrieved from does-principal-turnover-correlate.
How do school characteristics correspond to violence levels?
This is an examination of differing variables affecting school violence including enrollment, age, student/teacher ratios, socio-economic status, and race.
States, J. (2010). How do school characteristics correspond to violence levels? Retrieved from how-do-school-characteristics.
How do students of different socio-economic status learn during the school year and over the summer break?
This analysis examines the importance summer break has on a growing gap in mathematics proficiency between students of differing socio-economic status.
Gibson, S. (2010). How do students of different socio-economic status learn during the school year and over the summer break? Retrieved from how-do-students-of821.
How do students of different socio-economic status learn during the school year and over the summer break? (Math Learning Seasonality vs Socio-economic Status)
An analysis of math test results compared at the beginning and end of each school year and the impact on learning of summer break by socio-economic status.
Alexander, K. L., Entwisle, D. R., & Olson, L. S. (2001). Schools, achievement, and inequality: A seasonal perspective. Educational evaluation and policy analysis, 23(2), 171-191.
How do students of different socio-economic status learn during the school year and over the summer break? (Reading Learning Seasonality vs Socio-economic Status)
An analysis of reading test results compared at the beginning and end of each school year and the impact on learning of summer break by socio-economic status .
Gibson, S. (2011). How do students of different socio-economic status learn during the school year and over the summer break? (Reading Learning Seasonality vs Socio-economic Status) Retrieved from how-do-students-of822.
How do students of different socio-economic statuses learn during the school year and over the summer break?
This analysis examines the importance summer break has on a growing gap in reading proficiency between students of differing socio-economic status.
Gibson, S. (2010). How do students of different socio-economic statuses learn during the school year and over the summer break? Retrieved from how-do-students-of942.
How Do Teacher Turnover Rates Differ Among Schools With Different Socio-Economic Conditions?
This inquiry analyzes data from National Center for Education Statistics to look at the impact of poverty on teacher attrition and mobility.
Keyworth, R. (2011). How Do Teacher Turnover Rates Differ Among Schools With Different Socio-Economic Conditions? Retrieved from how-do-teacher-turnover897.
How does math proficiency correlate with a student's socio-economic status?
This analysis examines the influence of poverty on student math performance across grade levels.
Keyworth, R. (2015). How does math proficiency correlate with a student's socio-economic status? Retrieved from how-does-math-proficiency.
How does reading proficiency correlate with a student's socio-economic status?
This analysis examines the influence of poverty on student reading performance across grade levels.
Keyworth, R. (2015). How does reading proficiency correlate with a student's socio-economic status? Retrieved from how-does-reading-proficiency.
Presentations
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SYNOPSIS
CITATION
LINK
Today's Education Environment: Establishing a Context for Leadership
This paper identifies seven obstacles that must be overcome to build effective school leadership: inertia, inequity, politics, culture, preparation, turnover, and sustainability.
Keyworth, R. (2015). Today's Education Environment: Establishing a Context for Leadership [Powerpoint Slides]. Retrieved from 2015-wing-presentation-part-1-randy-keyworth.
