Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal International Journal of Social Learning (IJSL)
Slate, John R
Unknown Affiliation
Arts Education Environmental Science Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Differences Between Schools of Choice and Traditional Comprehensive Schools in Their Grade 9 Academic Performance Browne, Divina; Slate, John R
International Journal of Social Learning (IJSL) Vol. 2 No. 1 (2021): December
Publisher : Indonesian Journal Publisher in cooperation with Indonesian Social Studies Association (APRIPSI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (306.277 KB) | DOI: 10.47134/ijsl.v2i1.39

Abstract

This study was conducted to determine the differences between schools of choice and traditional comprehensive high schools in terms of their Grade 9 State of Texas Assessments of Academic Readiness (STAAR) End-of-Course (EOC) exams in Biology, English 1, and Algebra 1 during the 2017-2018 school year. Inferential statistical analyses revealed the presence of a statistically significant difference between the two types of schools on their EOC exam passing rates in all three content areas for students who were not at-risk and for students who were not in poverty. In contrast, statistically significant differences were not revealed between the two types of schools in terms of the EOC exam passing rates of their CATE and Non-CATE students. Knowing that students who have choice appear to perform better academically, policymakers are encouraged to study the feasibility of channeling more funding to help school districts expand their school choice programs to (a) motivate more students to find the school that fit their needs and their future college and career aspirations, and (b) to solicit more support from parents and community businesses to invest in their communities to improve schools through taxes. Given that the data for this research were gathered for only 16 school districts in South Texas, researchers are encouraged to conduct a study that will involve all school districts in the whole state and possibly the whole nation to reach more conclusive evidence on the differences between schools of choice and neighborhood schools.
Differences in Reading by the Economic Status of Texas Grade 4 Boys and Girls in Special Education: A Multiyear Statewide Investigation Pariseau, Matthew M.; Slate, John R; Lunenburg, Frederick C.
International Journal of Social Learning (IJSL) Vol. 2 No. 1 (2021): December
Publisher : Indonesian Journal Publisher in cooperation with Indonesian Social Studies Association (APRIPSI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (365.923 KB) | DOI: 10.47134/ijsl.v2i1.40

Abstract

In this investigation, the degree to which the economic status (i.e., Not Economically Disadvantaged, Economically Disadvantaged) of Texas Grade 4 boys and girls in special education was related to their reading performance was addressed. Archival data from the Texas Education Agency Public Education Information Management System were analyzed for 2014-2015, 2015-2016, 2016-2017, and 2017-2018 school years on the Texas state-mandated reading assessment for Grade 4 students. Inferential statistical analyses, conducted separately for boys and girls in special education, revealed that boys and girls in poverty had statistically significantly lower reading test scores than boys and girls who were not in poverty. Results in all four school years were consistent with the existing research literature in that poverty negatively affects reading performance. Implications for policy and practice were provided, as well as recommendations for future research.
Elementary School Social Emotional Learning Status and Attendance, Discipline, and Achievement in the United States: A National Analysis Morris, Oleavia Shaunté; Lunenburg, Fred C.; Slate, John R; Hemmen, Janene
International Journal of Social Learning (IJSL) Vol. 4 No. 1 (2023): December
Publisher : Indonesian Journal Publisher in cooperation with Indonesian Social Studies Association (APRIPSI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/ijsl.v4i1.215

Abstract

Ascertained in this investigation was the effect of social emotional learning training on student attendance, discipline problems and actions, students’ thoughts on the importance of academic achievement, and urbanicity in public elementary schools for the 2015-2016 and 2017-2018 school years. We analyzed data from two School Surveys on Crime and Safety conducted across the United States. Across the two years, social emotional learning training was determined to be unrelated to public elementary schools’ location (i.e., urban, suburban, rural), student attendance or discipline problems and actions. The presence of social emotional learning training, however, was determined to be related to the importance of academic achievement. Implications for policy and for practice, along with recommendations for future research, were made.
Co-Authors Browne, Divina Hemmen, Janene Lunenburg, Fred C. Lunenburg, Frederick C. Morris, Oleavia Shaunté Pariseau, Matthew M.