Browsing by Author "Broomes, Orlena"

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    More than a new country: Effects of immigration, home language, and school mobility on elementary students' academic achievement over time
    (Mary Lou Fulton Teachers College Arizona State University, 2013-05-20) Broomes, Orlena
    This study investigated the effects of immigration and home language on academic achievement over time. Using data from Ontario’s Assessments of Reading, Writing, and Mathematics administered to the same students in Grades 3 and 6, logistic regression was used to predict whether students achieved proficiency in Grade 6 if they were not proficient in Grade 3. The results indicate that home language or interactions with home language are significant in most cases. In addition, students who speak a language other than or in addition to English at home are, in general, a little more likely to be proficient at Grade 6. Most students who were born outside of Canada were significantly more likely than students born in Canada to stay or become proficient in Reading, Writing, and Mathematics by Grade 6. These results highlight the importance of considering the enormous heterogeneity of immigrants’ experiences when studying the effects of immigration on academic performance and the dire limitations of datasets that do not collect such data
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    Students’ achievement, students’ perceptions and predictors of success: A further look at the National Test of Trinidad and Tobago: [Unpublished] Research report
    (2014-12-16) George, June M.; Broomes, Orlena; Smith, Peter; Anderson, John O.
    This research report is based on the 2009 National Test results in Trinidad and Tobago in the subject areas of Language Arts and Mathematics. It is the sequel to an earlier study by Anderson, George, and Herbert (2009), which analysed the 2006 National Test results, also in Language Arts and Mathematics. Both studies sought to analyse educational indicator data comprising results from the National Test for Standard 3 students (aged 9-10 years) in ways that identify relationships of student achievement to factors involving students, schools, and the home. The study was conducted during 2009-2010 and used the results of the 2009 administration of the National Test in Language Arts and Mathematics, as well as questionnaire responses obtained during that period. Statistical analyses included multiple regression analysis. The results indicate that in the 2009 administration of the National Test, girls scored higher than boys in both Language Arts and Mathematics. Generally, both boys and girls in all school types were satisfied with the care and attention they received from both teachers and parents as they engaged in their educational pursuits. The regression analysis results indicate that achievement in Language Arts is positively related to the extent to which students see themselves as competent readers, have a positive attitude towards school and school work, and perceive their teachers as caring about their performance in school work. The predictors for Mathematics achievement were similar to those described above for Language Arts; however, there was a fifth predictor in the model for mathematics—students’ view of mathematics. The results suggest that policymakers need to consider planning for the development of students’ level of satisfaction with their school environment, as well as teachers’ ability to be supportive of and encouraging to their students as possible means of enhancing student performance, at least at the Standard 3 level.