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Do Summer Library Reading Programs Impact Students' Reading Ability?
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| Presenter(s):
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| Deborah Carran, Johns Hopkins University, dtcarran@jhu.edu
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| Susan Roman, Dominican University, sroman@dom.edu
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| Abstract:
Summer reading programs are offered by 95% of public libraries in the United States . These programs seek to create and sustain a love of reading in children, and to prevent the loss of reading skills which research shows often occurs during the summer months. This study, commissioned by the Institute for Museum and Library Science (IMLS) under a National Leadership Grant (NLG), examines the impact of public library summer reading programs on 1) student reading achievement over the summer between third and fourth grade and 2) youth motivation to read and enjoyment of reading.
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Exploring Spatial Patterns of No Child Left Behind
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| Presenter(s):
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| Kristina Mycek, University at Albany - State University of New York, km1042@albany.edu
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| Abstract:
No Child Left Behind (NCLB) is an important legislation affecting education across all states. Due to the political influence of NCLB on policy, school rating, and monetary expenditures it is important for evaluators to make accurate reports. This study examines the role geography has on NCLB, particularly in identifying factors that may influence school or student performance. In order to investigate, spatial analysis was chosen due to the dual dimensionality of the problem; time and space. This study looks at the spatial patterns of New York State school districts' scores on English Language Arts and Mathematics standardized tests across time, while also looking at additional variables that could potentially influence test scores. Initial results implicate poverty and minority population affects on NCLB.
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Ability Grouping and Academic Self-concept: A Theory-driven Evaluation
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| Presenter(s):
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| S Marshall Perry, Dowling College, smperry@gmail.com
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| Abstract:
This study concerns a two-year evaluation of the effects of a school's organizational structure. It aims to examine if academic tracking causes differences in student self-concept, but also seeks to understand why these self-concepts differ. Specifically, it differentiates between two potential mechanisms. Labeling is the stigmatization of a student due to membership in a track. Reference group effects stem from how a student may compare herself to or gain norms, values, and attitudes from classmates. At both the start and end of an academic year, two mixed-ability classes and two tracked classes responded to a questionnaire that rated various areas of self-concept. Sixth grade students responded a third time in seventh grade. The study demonstrates the relevance of both labeling and reference group effects but emphasizes the consideration of teacher effects and self-protective measures. By clarifying prior contradictory findings, the study offers lessons on the importance of theory-driven evaluation.
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