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Although the idea of online education is not new, the development of massive open online courses (MOOCs) brought the idea of using 100% online courses in higher education to the forefront of educational debate. As more universities offer 100% online programs, concerns about student retention and academic outcomes continue to linger. In addition to these concerns in general, there are questions regarding the increasingly large class sizes and the effectiveness of different ways of minimizing the impact of this size on both instructors and students. Academic coaching provides a potential way of addressing both concerns. In this model, trained coaches assist instructors with course related matters such as grading assignments, overseeing and grading discussion boards, and grading and providing feedback on written assignments. However, there are concerns regarding the effectiveness of the model on student academic outcomes and student satisfaction. The current study examined differences in student satisfaction and the role of Need for Cognition (NfC) in student outcomes. Results indicate that students with higher levels of NfC are more satisfied with professors, courses, and programs overall both when coaches are used and when they are not. [For the complete proceedings, see ED625798.]

This paper examines the relationship between a school's grade configuration and student performance in Louisiana. Student performance was measured by academic achievement (standardized test scores) and student persistence (attendance, suspensions, expulsions, and dropouts). Elementary schools, middle schools, secondary schools, and combination (K-12) schools were examined using grade-level data for grades 6, 7, and 9-12. Also considered were school socioeconomic status (SES) (percentage of students receiving free lunch) and school size (size of the grade-level under consideration). Results indicate that sixth- and seventh-grade students performed better in elementary and K-12 schools than in middle or secondary schools, in terms of both achievement and persistence. Students in K-12 schools performed as well as those in elementary schools overall and performed better in some cases (grade 6 and high poverty). For grades 9-12, the K-12 school was more beneficial to students than the traditional secondary school, particularly in the area of student persistence or conduct. With regard to academic achievement, secondary schools did not differ significantly from K-12 schools regardless of school size or SES. School size did appear to impact 11th- and 12th-grade student persistence more within the secondary school environment than that of the K-12 school. Contains 34 references and 29 data tables and figures. (Author/SV)

On July 28, 2006, a panel of experts briefed members of the U.S. Commission on Civil Rights on the putative benefits of racial and ethnic diversity in elementary and secondary education. Four experts presented written statements to the Commissioners that assessed the social science literature on this issue. They also addressed whether or not racial and ethnic diversity in public schools should be mandated by the state and whether the net benefits of state-mandated diversity are different from the benefits that this diversity may yield when achieved through purely voluntary behavior. The experts also presented a number of studies to the Commission assessing the putative educational and social benefits of racial and ethnic diversity in elementary and secondary education. This volume presents the following papers: (1) The Outcomes of School Desegregation in Public Schools (David J. Armor); (2) Testimony Prepared for the U.S. Commission on Civil Rights Regarding the Educational Benefits of Diversity in Elementary and Secondary Education (Arthur L. Coleman); (3) The Benefits of Racial/Ethnic Diversity in Elementary and Secondary Education (Michal Kurlaender); and (4) Demographic Perspectives on Diversity, Racial Isolation, and the Seattle School Board's Plan to "Cure" Residential "Segregation" (Stephan Thernstrom). A bibliography is included. (Individual papers contain figures, tables, exhibits, footnotes, appendices, and references.)

As expectations rise for students to perform at higher levels, the question of how best to support student performance through resources becomes paramount. In determining new ways to better allocate resources, administrators must consider teacher input on what has/has not been effective in supporting increased student performance. Teachers (N=1,701) responded to a survey on effective resource-allocation practices and barriers to support student success in their schools and districts. Survey results imply that teachers are aware of how resources are allocated at both the school site and district level to improve student performance and appreciate opportunities to share their knowledge. Results also indicate that schools and districts implement innovative practices, such as increased technology, special instructional programs, and staff development, but not necessarily increased staffing allocations. Although reported innovations have been somewhat effective for all students, a number of barriers continue to limit how much improvement is achieved. The results help further the dialogue on how spending relates to student success and validate the use of a systemic approach to resource allocation. The study's focus on district and school resource-allocation practices within a state context provides a regional perspective pursued in relatively few studies on resource allocation. (Contains 6 tables.) (RT)

This study examines the relationship between parents' perceptions of certain attributes of their involvement in various aspects of their child's or children's school environment and their child's or children's academic achievement within that school. Parents and children from 132 schools in Louisiana participated in the School Analysis Model 2000 in this study. Data were collected using a variety of methods, including questionnaires for stakeholders, parents, and students. Parents were surveyed regarding their perceptions of six aspects of parental involvement: (1) parent and school relations; (2) administrative leadership; (3) school climate; (4) school culture; (5) curriculum and instruction; and (6) the Louisiana Public School and District Accountability System (LPSDAS). Findings indicated that how parents perceived the administrative leadership of the school, the curriculum and instruction of the school, and the school climate best predicted a school's performance score. Schools with more favorable climates had higher school performance scores. There were no significant relationships between how parents perceived their involvement and academic achievement, the poverty level of the school, or the school's location (urban, suburban, or rural). White parents had more agreeable perceptions of the total involvement than did black parents. Parents without a high school diploma had less agreeable perceptions of their total involvement than parents within greater educational levels. Parents who had graduated from a four-year college or university had more agreeable perceptions of their total involvement than parents at other educational levels. Appended is the parent questionnaire and an explanation of the questionnaire coding. (Contains 35 references.) (KB)

This study used structural equation modeling and multilevel modeling approaches for purposes of simultaneous study of individual and group change patterns on three waves of two longitudinally assessed domains. This study illustrates a few of the dual approaches to the analysis of covariance structures as they relate to the same individual growth model and the same data. LISREL (structural equation modeling) and hierarchical linear modeling (HLM) were used. The investigation studied whether individual change over time in mathematics and language differs from student to student and whether the individual growth parameters of each of the two domains were related within domain. The study used panel data from the Louisiana State Department of Education for 3 waves of students tested in grades 4, 6, and 7: (1) 50,907; (2) 47,003; and (3) 50,157. Assessments from the states testing program were administered in each of the three grades. Complete records for all 3 grades were available for 26,051 students, 11,627 of whom were African American. The study sheds light on the understanding of learners from the two ethnic groups and shows how they develop mastery in mathematics and language as they progress through school. The application of covariance structure analysis and growth curves to the study of growth in student academic achievement provides an avenue for an in-depth analysis of two academic areas in an available data set. The statistical techniques used in this research, LISREL and HLM methods, have a number of extensions that can be used in various research environments because they can accommodate any number of data points (waves) of longitudinal data. Four appendixes contain descriptive statistics from the study. (Contains 2 figures, 3 tables, and 50 references.) (SLD)

This study investigated whether individual change over time in mathematics and language differs from student to student and whether individual parameters of each of these domains were related within domain. The study also attempted to gain an understanding of individual change in student academic achievement through the application of one of the more powerful analytical tools, covariance structure analysis. The study also investigated whether the pattern of interrelationships among the individual achievement growth parameters were the same for African American and white students. The study used panel data from the Louisiana State Department of Education school data files. Wave 1 had 50,907 students, 24,030 of whom were African American, and wave 2 had 47,003 students, of whom 22,262 were African American. The final wave had 50,157 students, with 23,982 African Americans. For all 3 waves, the subset of students with records for grades 4, 6, and 7 was 26,051. The Iowa Tests of Basic Skills and other norm-referenced tests were administered as part of the state assessment program. Results of this study suggest that initial status differences in achievement levels between African American and white students are rather stable, and in some comparisons, actually increase over time. These differences might be predictive of later differential dropout rates between the two groups. The study also shows that differences between African American and white students become smaller over years of schooling, suggesting that early childhood experiences associated with differing home environments may be somewhat diminished by the effects of schooling over time. Six appendixes provide supplemental information about student achievement. (Contains 7 tables, 8 figures, and 85 references.) (SLD)

The following are among the 47 papers included: "Academic Performance and Retention of College of Agriculture Students" (Garton, Dyer, King); "Perceptions of Recent Graduates and Employers about Undergraduate Programs in the College of Agriculture and Natural Resources at Michigan State University" (Heyboer, Suvedi); "Survey of Early Leavers" (Fanno, Cole); "Selecting a Major in Agriculture" (Wildman, Torres); "An Assessment of Agricultural Literacy in K-8 Schools" (Igo, Leising, Frick); "Comparison of Elementary Teachers' Use of Agriculture in Their Teaching" (Wilhelm, Terry, Weeks); "Developing a Process for an Elementary and Middle School Agriculturally Based Curriculum" (Hikawa, Trexler); "Measuring the Ethical Cognition Effect of a Videotape Livestock Show Ethics Education Program" (Goodwin, Briers, Murphy); "Status of Community Service Learning in 4-H Programs" (Wyble, Kotrlik); "Teams in Agricultural Education" (Cummins, Townsend); "Using Multivariate Analysis Techniques to Identify Factors Influencing FFA (Future Farmers of America) Membership in High School Agricultural Education Programs" (Gliem, Gliem); "Economic Impact of Supervised Agricultural Experience Programs in Georgia" (West, Iverson); "Supervised Agricultural Experience" (Camp, Fallon, Clarke); "Changes in Missouri SAE (Supervised Agricultural Experience) Programs" (Graham, Birkenholz); "Integrating Science in Agricultural Education" (Balschweid, Thompson); "Developing a Web-Based System to Address Accountability and Reporting Needs for Cooperative Extension" (Radhakrishna, Pinion);"Confirming Perception" (Lippert, Radhakrishna, Plank); "Perceptions of the Louisiana Legislature toward the Louisiana Cooperative Extension Service" (Hodson, Kotrlik); "Assessing Farmers' Internships and Needs for Specialty Corn and Soybean Information in the Lower Illinois River Basin" (Swanson, Samy, Sofranko, Harper, Frerichs); "Perceptions of Stakeholders toward Linkages and Curriculum in Urban Agricultural Education Programs" (Trede, Russell); "Developing an Urban Agricultural Education Program" (Russell, Trede); Using the AgEd Network as an Instructional Tool to Integrate Technology in the Classroom" (Thompson; Nelson); "Higher-Order Thinking Skills versus Lower-Order Thinking Skills" (Edwards, Briers); "Career Choices and Factors Influencing Career Change among Agricultural Education Graduates" (Garton, Cartmell); and "Cognitive Abilities of Preservice Teachers" (Torres). Also included are critiques of each paper and 11 poster abstracts. (MN)

This document summarizes findings of a statewide evaluation of 11 pilot and 19 coaching-model schools participating in a Louisiana accelerated schools program. This 1995-96 evaluation aimed to determine whether the project met its stated objectives related to numbers of participants and types of services provided; ascertain the project's effects on school discipline, parental involvement, and student achievement; and ascertain the status of second- and fourth-generation schools on accelerated schools process indicators (powerful learning, unity of purpose, values, empowerment/responsibility, building on strengths, taking stock, vision, inquiry process, governance, and philosophy). Data were collected from various sources: a survey to measure process indicators, a feedback information survey completed by schools, project-related documentation, and open-ended interviews with project staff. Results showed that the project met its participation and service-provision objectives. Results for parental involvement, school discipline, and student achievement show consistent improvement over the life of the project. At least 60 percent of schools showed positive gains over time on 2 standardized achievement tests (LEAP and CAT). The schools process survey showed that second- and fourth-generation schools were making progress on most indicators. Included are five tables. (MLH)

The relationship between test preparation and academic performance on a high school graduation test was studied using data from the 1995-96 Louisiana Graduation Exit Examination (GEE). Test preparation was measured based on students' responses concerning whether they prepared well for the test or not. Academic performance was measured through five subjects: English Language Arts, Mathematics, Written Composition, Science, and Social Studies. Each subject was examined based on two test uses: students' passing status and students' scaled scores. A series of chi square tests were used for each subject to examine the relationship between test preparation and passing status. In addition, Pearson correlation analysis was used for each subject to examine the relationship between test preparation and scaled scores. Results show that there is a significant relationship between preparation and academic performance, but that the magnitudes of the relationships are different across the five subjects. The strongest relationship was found for mathematics. The patterns of the relationships between test preparation and academic performance were generally consistent across subgroups with reference to gender and ethnicity. (Contains eight tables and seven references.) (SLD)

An evaluation was conducted of a comprehensive plan to restructure a primary school in Candler County, Georgia, into a non-graded, multi-age, continuous progress learning center. The project entailed restructuring the classroom, implementing a shared decision-making structure, developing a learning curriculum, and using portfolio assessment to monitor student progress. The project was evaluated on three objectives: academic success, positive self-esteem and socialization, and the project's shared decision-making structure. These objectives were evaluated according to a case-study design, with the inclusion of quantitative and qualitative techniques. Academic success was examined through the following instruments: the Iowa Test of Basic Skills, portfolio writing, an informal reading inventory, and teacher ranking. Parent questionnaires, teacher questionnaires, and teacher interviews were used to evaluate positive self-esteem and socialization. Teacher interviews, teacher workshops, teacher questionnaires, and parent questionnaires were used to examine the shared decision-making structure. The evaluation found that all three objectives were being met by the project. Caveats included the need for administrative support, teacher understanding and motivation, cooperation from other schools and the central office staff, and community support. (VL)

Louisiana is one of the few states that uses indicator data to produce school report cards for statewide distribution to parents. The system, the Progress Profiles Program, produces report cards that must be accessible, meaningful, and understandable to a lay audience. An evaluation of the 1991-92 report cards was undertaken in 1993. In Phase 1 approximately 2,000 parents and 6,000 faculty members were asked about the readability and utility of report card information. Responses from 291 parents found them generally positive about the report cards, but doubtful that they would have real impact. The 2,139 teachers were less uniformly positive than were the parents, and more than 40 percent thought that publishing report cards would not help improve the quality of education. Teachers found the report cards less informative than did parents. Revisions based on opinions from four focus groups include individualized formats for elementary, secondary, and K-12 schools, with additional explanatory text, better design, more information about indicators, and revision to an eighth-grade text level. Four exhibits present study findings. Attachments present high school and all-grade school report cards. (Contains 4 references.) (SLD)

Research results appear inconclusive as to the relationship of student attendance to student achievement, although most practitioners cite increased student attendance as an extremely desirable school outcome. The purpose of the examination of student attendance in the Louisiana public schools was twofold: (1) to determine the relationship of attendance to other school variables, especially to test data; and (2) to identify and describe those schools which had the most problems with attendance, in order to provide a profile of the schools that are potentially at-risk due to poor attendance. Results indicated that student attendance in Louisiana public schools is an important indicator of the academic success of a school. Attendance yielded very high relationships to assessment instruments, and was the strongest predictor of percent passing for the Graduation Exit Exam. There were also strong negative relationships between attendance and suspension, expulsion, and dropout rates. As Monk and Ibrahim reported (1984), this study confirms that low attendance rates for a school should be a concern of all parents in the school. The characteristics of schools with low attendance rates were (1) schools in metropolitan areas, (2) middle and secondary schools, and (3) schools with low socioeconomic status. Results indicated that Caucasian students in these schools had even more problems with low attendance than the African American students. Six figures (graphs) and four tables are included. (Contains 15 references.) (Author)

Louisiana is one of the few states to produce and distribute school report cards to public school parents statewide. The state undertook a formal evaluation, here reported, of the "1991-92 Report Cards." In Phase 1 a random sample of roughly 2,000 parents and 6,000 faculty statewide was surveyed by mail with a 30-item questionnaire rating the readability and utility of information on the school report cards. Four focus groups, two with parents and two with teachers, were conducted in Phase 2 to follow up and enlarge on initial findings. Parents were generally positive toward the concept, but were somewhat less optimistic that the program could have a real effect on the quality of education. The further the focus shifted from the child's own school, the more pessimistic parents became that the School Report Cards could actually help improve education. Teacher responses showed a similar pattern, but teachers were less uniformly positive than parents. Using survey results and feedback from the focus groups, the state has made substantial modifications to the format of the 1992-93 report cards, including: (1) individualizing formats for elementary, secondary, and K-12 schools; (2) adding explanatory text to each indicator; (3) simplifying tables; (4) presenting both frequencies and percents on most indicators; and (5) rewriting text to an eighth-grade, rather than the former 13th grade level. A sample report card and the survey are attached. (Contains 4 references.) (SLD)

The appropriateness and usefulness of indicators used on the Progress Profiles of the Louisiana State Department of Education were studied using data from 1,336 public regular education schools in Louisiana. Categorization variables considered included socioeconomic and demographic indicators and school size and type. School effectiveness indicators reported and evaluated are: (1) class size; (2) classes taught by certified teachers; (3) student dropouts; (4) student attendance; (5) students suspended and expelled; (6) American College Test (ACT) results; and (7) state criterion and norm-referenced test results. Student achievement among Louisiana schools was inversely related to the socioeconomic status of the student population, the percentage of students suspended, and the percentage of dropouts. Student achievement was directly related to percentage of student attendance and the percentage of classes taught by certified teachers. School size and type and class size appeared to have little direct impact on test scores, although school size was important in conjunction with other variables. Results suggest that, in Louisiana, large schools are not educationally effective for economically deprived students. In addition, teacher certification does not appear to have as great an impact as expected. ACT results do appear to accurately reflect education in Louisiana. An appendix contains 11 tables of study findings. (SLD)

This study investigated whether mean scores in school effectiveness ratings were masking poor delivery of educational services to low achievers in a sample of 242 Louisiana public elementary schools accounting for over 18,000 third graders tested in 1989. Ten separate multiple regression models, each producing studentized residuals used as school effectiveness indicators (SEIs), were used. The SEIs classified schools as effective, average, or ineffective. Appropriate cross-classification results were analyzed, and each comparison was tested with the kappa z-test. The kappa z-tests were significant beyond the 0.05 level, and magnitude measures were generally high to moderately consistent for mean quartile comparisons. The most inconsistent classifications were between effective and average ratings. None of the SEI sets demonstrated a significant relationship with the independent variables in the regression models. Findings consequently indicate that few schools were classified as average on mean-based SEIs that were rated as ineffective on lower quartile based SEIs. Little mean-masking of lower quartile achievement is present. Six tables present study data, and 20 references are included. (SLD)

The Northeast Louisiana University (NLU) Dropout Intervention Strategy Program (1990-1991) was designed to train administrators and teachers in junior high schools to recognize, treat, and relate to at-risk students who have been identified as potential school dropouts. The 13 participating schools were identified as having potentially high dropout rates. Teachers and administrators who chose to be involved were instructed in the use of the Elementary School Pupil Adjustment Scale (ESPAS) and the Dropout Alert Scale (DAS) to identify students at-risk. A sample of 270 students for the experimental group and 58 students for the control group were randomly selected. In-service programs were provided for 124 teachers, administrators, and supervisors on counseling and teaching techniques to implement with the experimental group of at-risk students. Results indicate that in the experimental group, 78% were still in the same schools at the end of the school year. The average daily attendance and the mean grade point average were improved, although the grade point average still was considered low. Both teachers and students were involved in program evaluation and both groups indicated improved student adjustment and attitude toward school. The program was cost-effective and demonstrated that keeping at-risk students in school does not have to be expensive. Appendices include evaluation instruments for identifying potential school dropouts, characteristics of at-risk students, description of the programs implemented, and program and student evaluation forms. (LP)

This paper examines the major influences of state minimum standards of pupil proficiency in reading, writing, and mathematics; state curriculum guides; basic skills testing; and a state-funded compensatory/remedial program on public schools in Louisiana since 1980. The state testing program is described in some detail. Its influence in the home is briefly noted, and its influence in the regular classroom is considered in sections devoted to classroom instruction, student assessment, staff development, and time and resources spent on testing. The influence of the compensatory program on lowest performing students is discussed. Finally, influences on school policy are considered, with sections on promotion/retention and use of test results. (MNS)

This paper reports on a research study designed, in part, to explore the expression of bureaucracy (or structural management) and culture (or symbolic management) in the work of eighteen elementary school principals in Louisiana. In addition, the study compares principals in nine of the schools categorized as "more effective" and nine categorized as "less effective," based on mean scores on the reading section of the Louisiana Basic Skills Test (LBST). Findings disclose an apparent reliance on bureaucratic procedures and externally defined purposes, and a sensitivity to adult (political) influences in the less effective schools. This contrasts with a use of process and symbols, a broad and internally forged definition of purpose, and a "child-as-client" orientation in the more effective schools. References are included. (TE)

Past research is held to indicate a consistent relationship between participation in interscholastic athletics and educational orientations. This research is said to focus specifically on the "athletic success". Athletic success should be a stronger facilitator of the mobility attitudes of black youth, it is argued, because sports is fast becoming a viable avenue of mobility for blacks in the U.S. The data for this study come from a statewide probability sample of Louisiana high school seniors, collected in 1970. Variables incorporated in the analysis include socioeconomic status, scholastic performance, significant-other influence, athletic success, and educational aspirations. The results of a partial correlation and regression analysis are said to indicate that athletic success is significantly related to the educational aspirations for only the black respondents. This finding, along with others, is considered to lead to the conclusion that the student-athlete role provides behaviors that lead to higher-status educational orientations primarily for black youth; white youths' aspirations appear to develop more so in terms of relationships posited in current models of status attainment. Some suggestions are presented which modify achievement models for black athletes, and several alternative research strategies are outlined. (Author/JM)

Student socioeconomic status (SES) and the perceptions of students' and teachers' expectations and attributions of responsibility for learning and their relationships to achievement were studied using linear structural equation modeling. Two models were developed and tested. One model included student expectations and attributions of responsibility as mediators between social class and achievement. This model was compared to one using teacher expectations and attributions of responsibility as mediators between social class and achievement. The population contained 5,829 third-grade students from 76 Louisiana public schools from all parts of the state and 250 teachers. Results of LISREL analysis on the student model suggest that there was a significant negative relationship between SES and student expectations. Student SES significantly affected student attribution of responsibility, and the path between SES and student achievement was significant. Student attribution of responsibility was a significant predictor of achievement. The relationship between SES and teacher expectations was positive and highly significant. However, teacher expectations were not a significant predictor of teacher attributions of responsibility, and teacher attributions of responsibility were not a significant predictor of achievement. Results indicate the need for more information about how teachers' attributions of responsibility can be affected and how this relates to instruction and student achievement. Two figures and two data tables are included. (SLD)