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Evaluating the performance of academic improvement target schools in Korea

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Frame of Image sed three rounds of HLM analysis with the panel data of 2,030 students across 38 middle schools in the Seoul Education Longitudinal Study of 2010. The mean difference between students below and above basic level within continuous project schools and within former project schools were 4.188 and 10.471 points, which was lower than students in schools that had never been targeted for academic improvement. The difference was reduced by 21.674 and 11.602 points for 7th grade math score, respectively. The reduced achievement gap between the two groups of students in the project schools suggested that financial and administrative support for continuous project schools and former project schools might be successful at improving academic achievement. These findings provide support for the provision of regular grants to establish a substantial budget for the project schools to maintain and extend the project’s effectiveness. In addition, project schools may be more successful in improving student achievement by providing individualized learning activities, guiding self-directed learning, and enhancing positive self-concept for lowperforming students. Keywords: academic improvement target school, performance evaluation, Seoul Education Longitudinal Study 2010, Hierarchical Linear Model, lowperforming schools
KEDI Journal of Educational Policy— ISSN 1739— 4341— © Korean Educational Development Institute 2013, Electronic version: http://eng.kedi.re.kr
Introduction
In the era of educationa


Full Text
Title Evaluating the performance of academic improvement target schools in Korea
Similar Titles
Material Type Article
Author(English)

Cha, Sung-Hyun; Min, Byeongcheol

Publisher

[Jincheon, South Korea] : Korean Educational Development Institute

Date 2013
Journal Title; Vol./Issue KEDI Journal of Educational Policy:vol. 10(no. 1)
Pages 22
Subject Country South Korea(Asia and Pacific)
Language English
File Type Documents
Original Format pdf
Subject Social Development < Education
Holding Korean Educational Development Institute
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Abstract

This study aims to examine whether the academic improvement target school project was successful in improving the academic achievement of low-performing students and the quality of education. It also explores factors that might affect student academic achievement. The study used three rounds of HLM analysis with the panel data of 2,030 students across 38 middle schools in the Seoul Education Longitudinal Study of 2010. The mean difference between students below and above basic level within continuous project schools and within former project schools were 4.188 and 10.471 points, which was lower than students in schools that had never been targeted for academic improvement. The difference was reduced by 21.674 and 11.602 points for 7th grade math score, respectively. The reduced achievement gap between the two groups of students in the project schools suggested that financial and administrative support for continuous project schools and former project schools might be successful at improving academic achievement. (The rest omitted)