Factors affecting the alignment of *grades and reading scores for third-grade students on the Florida Comprehensive Assessment Test

The purpose of this study was to aid in understanding the relationship between current Reading report card grading practices and standards-based state standardized testing results in Reading and factors associated with the alignment of this relationship. Report card and Florida Comprehensive Assessment Test (FLAT) data for 2004 were collected for 1064 third grade students in nine schools of one feeder pattern in Florida's Miami-Dade County Public Schools. A Third Grade Teacher Questionnaire was administered to 48 Reading teachers. The questionnaire contained items relating to teachers' education, teaching experience, grading practices, and beliefs about the FCAT, instructional Reading activities, methods, and materials. ^ Findings of this study support a strong relationship between report card grades and FCAT Reading achievement levels. However, individual school correlational analysis showed significant differences among schools' alignment measures. Higher teacher alignment between grades and FCAT levels was associated with teachers spending more time on individualized methods of Reading instruction and to teachers feeling there was not enough time to teach and help individual students. Lower teacher alignment of grades and achievement levels was associated with teachers taking homework into account in the final Reading grade. Teacher alignment of grades and achievement levels was not associated with teacher beliefs concerning the FCAT, instructional activities in Reading and Language Arts, the Reading program used, the model of delivery of the Reading program, instruction or type of instructional planning done by the teachers. ^ This study highlights the need for further investigations related to determining additional teacher factors that may affect the alignment relationship between report card grades and standards-based state standardized testing results. ^

Effects of sex, third grade reading achievement and motivation as predictors of fourth grade reading achievement of Hispanic students: A path analysis

This study explored the topic of motivation for intermediate students combining both an objective criterion measure (i.e., standardized test scores) and the self-report of students on self-concept and value of reading. The purpose of this study was to examine how third grade reading achievement correlated with the motivation of fourth grade boys and girls, and, in turn, how motivation related to fourth grade reading achievement. The participants were fourth grade students (n=207) attending two public, elementary schools in Miami-Dade County who were of primarily Hispanic origin or descent. Data were collected using the Reading Survey portion of the Motivation to Read Profile (1996) which measures self-concept and value of reading in order to measure motivation and the Third and Fourth Grade Reading Florida Comprehensive Assessment Tests 2.0 (FCAT 2.0) to assess achievement. First, a one way Analysis of Variance (ANOVA) was conducted to determine whether motivation differed significantly between fourth grade boys and girls. Second, a path analysis was used to determine whether motivation mediated or moderated the association between FCAT 2.0 third and fourth grade scores. Results of the ANOVA indicated that motivation, as measured by the Motivation to Read Profile did not differ significantly by sex. Results from the path analysis indicated that the model was significant and that third grade FCAT 2.0 scores accounted for a significant amount of the variance in fourth grade FCAT 2.0 scores once motivation was entered. Results of the study demonstrated that motivation partially mediates, but does not moderate the relationship between FCAT 2.0 third and fourth grade scores. In conclusion, it can be determined that past student achievement for fourth grade students plays a role in current student achievement when motivation is also considered. It is therefore important in order to improve the quality of fourth grade student's current performance to take into account a student's motivation and past achievement. An effort must be made to address students' motivational needs whether through school wide programs or at the classroom level in addition or in conjunction with cognition. Future research on the effect of self-concept in reading achievement is recommended.

The response to an ESL population boom in the Beaufort County, South Carolina school system: A case study

The purpose of this case study was to examine the why the English language learners (ELLs) in the Beaufort County, South Carolina school system have been so successful. This school system has recently experienced a boom in its ESL student population, and this population has performed very well on standardized tests. This study used critical theory as its theoretical framework and examined why the students have been successful rather than marginalized in Beaufort County schools. This phenomenon was investigated using semi-structured interviews with the ESOL Coordinator for Beaufort County, 4 ESL-lead teachers, and 6 mainstream teachers.^ Data were collected using semi-structured interviews with Sarah Owen, the Beaufort County ESOL, Gifted and Talented, and World Languages coordinator. Based on the results of her interview, 4 themes emerged that were used for the semi-structured interviews with ESOL and mainstream teachers. The interviews centered on the themes of ESL policy, ESL leadership, and teacher training. The ESL and mainstream teacher interviews also revealed several subthemes that included teacher attitude, why Beaufort County has been successful with the ELLs, and the teachers' recommendations for other schools systems trying to successfully accommodate a large ESL student population in mainstream classrooms. ^ The findings from the teachers' interviews revealed that additional training for the teachers without ESL experience helped them become comfortable instructing ELLs. This training should be conducted by the ESOL teachers for those without ESOL certification or endorsement. As the teachers had more training, they had better attitudes about teaching ESOL students in their classes. Finally, those who utilized the additional ESOL training and ESOL accommodations saw better student achievement in their classes.^ Based on the finding of this study, the researcher proposed a model for other school systems to follow in order to replicate the success of Beaufort County's ELLs. The implications of this study focus on other schools systems and why ELLs are not obtaining the same level of success as those in Beaufort County's schools. Finally, recommendations for further research are provided.^

Effects of instruction on first, second and third grade children's ability to decenter when assessed on discrimination between contrasting musical characteristics

This experimental study sought to determine the effect of instruction on the abilities of first through third grade children to single and double discriminate contrasting musical characteristics. Six samples were used. The experimental variable consisted of four sessions designed to teach children to distinguish between fast/slow and smooth/choppy musical excerpts. Subjects were tested on their single/double discrimination abilities following the treatment sessions. Results show that first and second grade experimental groups scored significantly higher on single discrimination items than their control groups. On the double discrimination accuracy section the experimental second, third and control first graders were significantly higher than their counter-groups. These findings demonstrated that the four treatment sessions have a profound effect on first and second grade children's abilities to make single discriminations. They also show that success in making double discriminations may depend more on the individual subjects. Further investigation would be beneficial.

The Response to an ESL Population Boom in the Beaufort County, South Carolina School System: A Case Study

The purpose of this case study was to examine the why the English language learners (ELLs) in the Beaufort County, South Carolina school system have been so successful. This school system has recently experienced a boom in its ESL student population, and this population has performed very well on standardized tests. This study used critical theory as its theoretical framework and examined why the students have been successful rather than marginalized in Beaufort County schools. This phenomenon was investigated using semi-structured interviews with the ESOL Coordinator for Beaufort County, 4 ESL-lead teachers, and 6 mainstream teachers. Data were collected using semi-structured interviews with Sarah Owen, the Beaufort County ESOL, Gifted and Talented, and World Languages coordinator. Based on the results of her interview, 4 themes emerged that were used for the semi-structured interviews with ESOL and mainstream teachers. The interviews centered on the themes of ESL policy, ESL leadership, and teacher training. The ESL and mainstream teacher interviews also revealed several subthemes that included teacher attitude, why Beaufort County has been successful with the ELLs, and the teachers’ recommendations for other schools systems trying to successfully accommodate a large ESL student population in mainstream classrooms. The findings from the teachers’ interviews revealed that additional training for the teachers without ESL experience helped them become comfortable instructing ELLs. This training should be conducted by the ESOL teachers for those without ESOL certification or endorsement. As the teachers had more training, they had better attitudes about teaching ESOL students in their classes. Finally, those who utilized the additional ESOL training and ESOL accommodations saw better student achievement in their classes. Based on the finding of this study, the researcher proposed a model for other school systems to follow in order to replicate the success of Beaufort County’s ELLs. The implications of this study focus on other schools systems and why ELLs are not obtaining the same level of success as those in Beaufort County’s schools. Finally, recommendations for further research are provided.

South Carolina COPD Strategic Plan

Chronic obstructive pulmonary disease is the third leading cause of death in South Carolina and affects approximately 15 percent of the adult population. Although tobacco cessation and avoidance are slowly advancing in South Carolina, 20 percent of COPD occurs in non-smokers, and this percentage will likely increase in the coming years. Therefore, a strategic plan must include other initiatives in addition to smoking cessation. This document was developed by a multidisciplinary group of health care providers, public health practitioners, and patients, as such a combined approach is imperative to target this disease.

2015-2016 ACCOUNTABILITY MANUAL : The Annual School and District Report Card System for South Carolina Public Schools and School Districts

State law requires that for school years 2014-15 and 2015-16 the EOC will not rate schools or districts but will instead report on student academic performance. The Education Oversight Committee must use the results of these assessments in school years 2014-2015 and 2015-2016 to report on student academic performance in each school and district pursuant to Section 59-18-900. The state report card for school year 2015-16 will include assessment information and measurements that address the Profile of the South Carolina Graduate.

South Carolina's guide to freshwater fishes

This booklet describes freshwater fishes found in South Carolina waters, giving information about the fish, its range, preferred habitat, food habits, size and other miscellaneous facts. It also has information on angler ethics, catch & release programs, fishing regulations and aquatic education programs.

Supplement to A Teacher’s Guide to African American Historic Places in South Carolina : integrating art into classroom instruction

Within this booklet, teachers will find instructional resources covering a wide array of genres, including, dance, choral music, general music, instrumental music, media arts, theatre, and the visual arts. These lesson plans are explicitly designed to integrate artistic expression and comprehension with other academic disciplines, such as English, History, and Social Studies. Each submission highlights the grade level, artistic genre, sources, learning objectives, instructional plans, and modes of evaluation. This Arts Integration Supplement to the Teacher’s Guide to African American Historic Places in South Carolina outlines 22 lesson plans that meet the 2010 Visual and Performing Arts Standards of South Carolina and integrates the arts into classroom instruction. Where applicable, other standards, such as those for math and social studies, are listed with each lesson plan. The teaching activities in this supplement are provided to aid in the development of lesson plans or to complement existing lessons. Teaching activities are the simplest means of integrating art in classroom instruction.

South Carolina funeral service news

The South Carolina Board of Funeral Service publishes a newsletter of interest to funeral directors and morticians. Some topics covered are a message from the president of the South Carolina Board of Funeral Service, board meeting dates, information about new members, fines for inspection violations and continuing education.

The Proceedings of the South Carolina Historical Association

Annually, the association publishes a journal, The Proceedings, which consists of papers presented at the annual meeting. Public Education in Ante-Bellum South Carolina by J. Perrin Anderson – Greenville High School The Grimké Sisters by F. Dudley Jones – Presbyterian College The International Peacetime Conference 1904-1914: A Study in Internationalism with Particular Reference to its Development in the United States by Frances D. Acomb – Winthrop College France, Germany, and the Congress of Berlin by R. H. Wienefeld – University of South Carolina The Genesis of an Up – Country Town by Mary C. Simms Oliphant

The Proceedings of the South Carolina Historical Association

Annually, the association publishes a journal, The Proceedings, which consists of papers presented at the annual meeting. History as the Core of the Liberal Education Program by Elizabeth H. Davidson The Repossession of Georgia, 1782-1784 by Robert S. Lambert Three Suburban Developments of the Principate of Hadrian by Richard H. Chowen

The Proceedings of the South Carolina Historical Association

Annually, the association publishes a journal, The Proceedings, which consists of papers presented at the annual meeting. Woodrow Wilson’s Pan-American Pact by Charles H. Carlisle Kiderlen-Waechter’s Policy in the Bosnian Crisis by C. Waldron Bolen The Teaching of High School History— A Point of View by Lucia Daniel South Carolina Cotton Mills and the Tillman Movement by Gustavus G. Williamson, Jr. The Problem of Negro Education in the South by E. Baskin Wright

The Proceedings of the South Carolina Historical Association

Annually, the association publishes a journal, The Proceedings, which consists of papers presented at the annual meeting. The Unionist Party and the Third Home Rule Crisis, 1912-1914” by W. S. Brockington, Jr. To Herald the Revolution: The Public Activists of G. V. Chicherin and Maksim Litvinov in Wartime Britain by William J. Lavery William W. Boyce: A Leader of the Southern Peace Movement by Roger P. Leemhuis South Carolina Leadership in the Southern Unification Movement, 1849-1850 by Thelma Jennings Soul of the South: James F. Byrnes and the Racial Issue in American Politics, 1911-1941 by Winfred B. Moore, Jr. Cole L. Blease and the Senatorial Campaign of 1924 by Daniel W. Hollis The Cuban Revolution in Historical Perspective

Education : South Asia

South Asia, a source of great literary and literacy traditions and a generator of great philosophies, also contains a large percentage of illiterate people, the majority of them women. South Asia includes India, Pakistan, Bhutan, Nepal, Sri Lanka, Bangladesh, Burma and Afghanistan. The progress of these countries is dependent on female literacy because health, hygiene, and nutrition problems can be partly overcome through educating women. “Illiteracy is closely related to underdevelopment and poverty, and the elimination of illiteracy represents an essential condition for the development and well-being of peoples and nations" (UNESCO PROAP, 1989: II ). In South Asia, women constitute nearly two- thirds of illiterate adults. There is an inherent contradiction in the region between modern amenities, modern educational systems, and advanced communication systems, on the one hand, and the high level of illiteracy and significant backwardness, on the other.