Abstract
This study aims to analyze the impact of the school doubling class time based upon the results of the New Jersey High School Proficiency Assessment (HSPA) required under NCLB for all first time 11th graders. Analysis of variance and effect size are used in this study to determine the success of the program. The period of time covered in the analyses are school years 2003-2004, 2004-2005, 2005-2006, and 2006-2007 in order to cover the transition year as well as the next three years during which time the program had become fully implemented for all students. Test scores for the non-low achievers that did not receive the treatment will also be analyzed over the same time period to ensure consistency of the test. The paper includes a review of the literature on this topic. Several tables are also included in this paper.

Outline:
Abstract
Introduction
Review of the Literature
Methodology

From the Paper
"Like all resources, the time teachers have available to deliver high quality educational services to their students is, by definition, scarce and must be used to its maximum advantage. Before the turn of the 20th century, high schools in the United States were characterized by a significant amount of flexibility in terms of their class scheduling (Hackmann, 2004). Prior to 1900, a variety of formats were used to teach various subjects, with different courses using different number of days per week in which instruction was delivered; however, by 1909, in an attempt to standardize educational delivery among American high schools, the College Entrance Examination Board implemented the Carnegie unit, an approach that mandated that a total of 120 hours of classroom instruction was to provided in 40- to 60-minute classes throughout an academic year that was comprised of 36 to 40 weeks (McNeil, 1996). This trend to standardize the educational format was due in large part to significant influences from the business world where scientific management as characterized by Taylorism-like approaches that placed a high value of efficiency, mass production, and uniformity in the workplace (Hackmann). It was during this period in American history that the daily- period schedule was created as an organizational response to the problem of educating increasingly large numbers of students efficiently (Hackmann, 2004)."

Tags:standardized, tests, NCLB, block, scheduling, proficiency, scores

Abstract
The paper addresses school climate and achievement in relation to an inductive small sample study conducted in the Keele-Eglinton area. The paper relates that students conveyed concerns towards what would improve their achievement, but these did not match established bodies of research on school climate, ecological views, and what promotes school achievement or completion. The paper includes a reflective section and calls for student-focused and reductive as oppposed to theory-based further studies.

From the Paper
"This study refers to 20 surveyed high school students of the Keele & Eglinton area of Toronto, a neighbourhood associated with varied school results, middle class households found as often as youth gang activity and students living in low-income public housing environments. As a research project it has been intended to gather student impressions of their school, its climate, and ideas towards improving achievement outcomes. It is an inductive enterprise that may offer clues to improving school..."

Tags:sch climate, achievement, induction

Abstract
This paper looks at different theories of education to see which best explains the achievement gap. The paper decides that cultural discontinuity is the main theory explaining the achievement gap and explains why the other theories are not as good.

From the Paper
"The theory which best explains the achievement gap in education is cultural discontinuity. Cultural discontinuity argues that we cannot assign value judgements or measure different modes of communication against an Anglo middle class norm, because this is not representative of the student population as a whole anymore. We need to look at different modes of communication as culturally relative. There are differences in communication styles between students of color and the Anglo culture which are culturally based and just, presenting the Anglo culture in the schools leads to conflicts..."

Tags:education, achievement gap

Abstract
This paper provides an analysis of leadership and academic achievement in students from single parent versus dual parent families. The paper offers a review of literature related to the topic that includes outcomes, family and school factors, programs, and leadership. The paper discusses school success factors.

From the Paper
"This literature review concerning the topic of the role of leadership in academic achievement in single parent versus dual parent families, addresses the following areas relevant to this study; single parent versus dual parent families with achievement and related factors, school success factors, programs that aid students from single parent households, the role of leadership in successful programs, empirical studies of school leadership and conclusions.
"Marks reported that family size and family type affect student achievement..."

Tags:leadership, academic achievement, students, single parent families, dual parent families

Abstract
This paper presents an overview of memory and the different types of memory and then takes a look at the relationship between memory and academic achievement. The paper also describes tests used to measure memory and learning.

From the Paper
"This literature review, concerning the topic of the relationship between memory and academic achievement, addresses the following areas relevant to this study: history and overview of memory, different types of memory, memory and academic achievement, tests to measure memory and learning and a conclusion. Baddeley reported that whether memory needs to be regarded as a single system or two or more subsystems was a major controversy during the..."

Tags:memory, and, academic, achievement

Abstract
The writer of this paper explores the conflicting research which argues that high self-esteem in children does not necessary lead to higher achievements. This paper details the signs of low self-esteem in young children as well as tips and suggestions for improving a child's self-esteem. Also discussed in this paper is the correlation between children with low self-esteem problems and the rising incidents of school violence and the important role both parents and teachers must play in instilling a high level of self-confidence in young children from the start.

From the Paper
"Increasing your children's self-esteem is very important. We can see that now more than ever with all the killings in schools. Evidently these children are angry with someone or something. Listening to your children and teaching them how to control their anger is a very important technique that all parents need to learn before our children end up becoming extinct. When self-esteem is promotion in relation to achievement please make sure it fits that achievement."

Tags:child, development, self, esteem, confidence, goals, education, achievement, research

Abstract
In this article, the writer notes that for many years there has been a considerable achievement gap in America. Most often this achievement gap is evident when comparing wealthy children to poor children. There are also achievement gaps along the lines of race and gender. The writer explores why these achievement gaps exist and the ways in which these gaps can be reduced. The writer also provides some facts concerning the types of achievement gaps that exist in America. The writer maintains that achievement gaps between white and black students begin in elementary school and exist throughout adulthood. The research suggests that such factors as poverty, under funding and racism play substantial roles in contributing to the achievement gap amongst American students.

Outline:
Introduction
Achievement Gap
Why Does an Achievement Gap Exist?
Poverty
Unequal Funding
Locus of Control
Acting White
Academic Disengagement
Reasons for Academic Disengagement
How to reduce the Achievement Gap
Adequate School Funding and School Choice
Better Trained and Better Paid Teachers
Detracking
Changing Perceptions
Discussion
Conclusion

From the Paper
"When schools do not have adequate funding they can not purchase enough books for every student, school equipment may be deteriorating and students may not have access to the technologies needed. A lack of these essential tools can make it difficult for students to thrive.
"In addition to adequate school funding, school choice may be needed in some districts. The issue of school choice is a controversial one but parents and students should not have to bear the cost of schools that are failing children and not providing them with the education needed to compete in the world. In a perfect world schools would get funding and well trained teachers but the reality is that in order to close the achievement gap some serious issues must be addressed and this may result in the temporary or permanent closing of underperforming or failing schools."

Tags:students, classes, standardized, tests, disparity

Abstract
This study examines racial/ethnic issues in relation to achievement motivation and perceptions of achievement motivation in groups of South African university students. The study asks if achievement motivation is significantly related to differences in students' racial/ethnic background. It also questions whether perceptions of other racial/ethnic groups' levels of achievement motivation are significantly related to differences in students' racial/ethnic background. It then asks if achievement motivation is significantly related to differences in where students attend school (Fort Hare or Western Cape) and whether perceptions of other racial/ethnic groups' levels of achievement motivation significantly related to differences in where students attend school (Fort Hare or Western Cape).

Introduction
Review of Literature
Methods
Conclusion
Sources

From the Paper
"The background of this study examination of achievement motivation as it relates to ethnic differences in groups of South African college students is really the history of South Africa and its ethnic diversity, tensions, and conflict. South Africa, located at the southern tip continent of Africa, has a population of 45.1 million people. It is slightly less than twice the size of Texas and boasts of high sweeping plateaus, towering mountains, deep valleys and beautiful beaches lining its long, fertile coast. Ethnically and racially diverse, South Africa is about 75.2 percent black, 8.6 percent Colored (mixed-race), 13.6 percent white, and 2.6 percent Indian. Most whites, coloreds and blacks (about 60 percent of each group) are Christians. However, there is a Hindu minority to which about 60 percent of the Indians belong; of the remaining groups, most are Muslims."

Tags:race, academic, ethnic, africa

Abstract
This paper provides a brief review of the literature pertaining to educational achievement among incarcerated inmates. Early, survey-based research suggested that incarcerated students showed higher educational achievement. In contrast, later research that used a standardized testing as a means of assessing student achievement showed that there were no differences in educational achievement between inmates and traditional on-campus students. The paper notes that a great deal of further research is required before we can fully determine the achievement of incarcerated inmates in comparison to traditional students.

From the Paper
"Educational achievement among incarcerated inmates is little understood. Incarcerated inmates are often seen as lacking in key critical thinking skills that may reduce their ability to perform well in higher education. This lack of critical thinking ability is sometimes seen as correlated to their tendency to commit crimes and appear in the criminal justice system. At the same time, these inmates are seen as having a high degree of commitment and motivation to higher education."

Tags:criminal, justice, education, prison

Abstract
This paper examines how during his reign, the medieval emperor Charlemagne came to dominate Europe and create an empire of a scale not seen since classical times. It looks at how he created a renaissance of learning, the arts and culture in Europe. It analyzes how the empire was achieved through a number of important military victories and how after the death of Charlemagne it became quickly divided and fragmented. It puts forward the argument that his educational and cultural achievements were greater and more durable than his military and political achievements even though his educational and cultural achievements were often fundamentally dependent on or instrumental in his military and political coups.

From the Paper
"Charlemagne instilled a great deal of importance in historical texts. He realized the importance of annals and other historical texts in creating a sense of history and of collective national identity. It was very important to build up texts of the history of the Carolingians as part of the empire's pursuit of legitimacy. An example of an historical text which had a clear political impact and related strongly to Charlemagne's military achievements was Paul the Deacon's "Hisotira Langobardorum". This was a history of Lombardy. According to Mckitterick this history was "an active contribution to the shaping of Frankish and Lombard relations." This work actively portrayed the Carolingians as natural heirs to Lombardy."

Tags:arts, christendom, conquest, emperor, king, medieval