Quality Instruction Matters: The Connection Between Student Engagement Antecedents and Assessment Outcomes.
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| Title: | Quality Instruction Matters: The Connection Between Student Engagement Antecedents and Assessment Outcomes. |
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| Authors: | White, Christopher1 white2ca@cmich.edu, Dionne, Gregg2, Marr, Joe3, Sullivan, William3 |
| Source: | Journal of School Choice. 2025, Vol. 19 Issue 2, p273-284. 12p. |
| Subject Terms: | *Student engagement, *Charter schools, *Academic achievement, *Socioeconomic status, *Students |
| Abstract: | This study examines the relationship between instructional quality, student engagement, and standardized assessment outcomes within charter schools. Utilizing classroom observation data from 27 schools over two academic years, we construct an "Antecedents to Student Engagement" index, capturing key instructional strategies that foster student engagement. We analyzed the association between these instructional antecedents, student socioeconomic status, and academic achievement. Results indicate that higher engagement antecedents are significantly associated with improved academic outcomes, independent of SES. Our findings suggest that schools emphasizing engagement-focused instructional practices mitigate disparities in student growth underscoring the importance of integrating qualitative measures into evaluations of school effectiveness. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of School Choice is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 186129737 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Quality Instruction Matters: The Connection Between Student Engagement Antecedents and Assessment Outcomes. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22White%2C+Christopher%22">White, Christopher</searchLink><relatesTo>1</relatesTo><i> white2ca@cmich.edu</i><br /><searchLink fieldCode="AR" term="%22Dionne%2C+Gregg%22">Dionne, Gregg</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Marr%2C+Joe%22">Marr, Joe</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Sullivan%2C+William%22">Sullivan, William</searchLink><relatesTo>3</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+School+Choice%22">Journal of School Choice</searchLink>. 2025, Vol. 19 Issue 2, p273-284. 12p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Charter+schools%22">Charter schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Socioeconomic+status%22">Socioeconomic status</searchLink><br />*<searchLink fieldCode="DE" term="%22Students%22">Students</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study examines the relationship between instructional quality, student engagement, and standardized assessment outcomes within charter schools. Utilizing classroom observation data from 27 schools over two academic years, we construct an "Antecedents to Student Engagement" index, capturing key instructional strategies that foster student engagement. We analyzed the association between these instructional antecedents, student socioeconomic status, and academic achievement. Results indicate that higher engagement antecedents are significantly associated with improved academic outcomes, independent of SES. Our findings suggest that schools emphasizing engagement-focused instructional practices mitigate disparities in student growth underscoring the importance of integrating qualitative measures into evaluations of school effectiveness. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of School Choice is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=186129737 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/15582159.2025.2492942 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 12 StartPage: 273 Subjects: – SubjectFull: Student engagement Type: general – SubjectFull: Charter schools Type: general – SubjectFull: Academic achievement Type: general – SubjectFull: Socioeconomic status Type: general – SubjectFull: Students Type: general Titles: – TitleFull: Quality Instruction Matters: The Connection Between Student Engagement Antecedents and Assessment Outcomes. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: White, Christopher – PersonEntity: Name: NameFull: Dionne, Gregg – PersonEntity: Name: NameFull: Marr, Joe – PersonEntity: Name: NameFull: Sullivan, William IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: 2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 15582159 Numbering: – Type: volume Value: 19 – Type: issue Value: 2 Titles: – TitleFull: Journal of School Choice Type: main |
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