In the United States, K-12-12 online schools are growing, but research on the topic is limited. The purpose of this quantitative, correlational study was to determine if there was a relationship between teacher perceptions of the Effective Schools Correlates and student achievement within two South Carolina online high schools. The independent variable was the Effective Schools correlates, and the dependent variable was the academic achievement of students. The Effective Schools Model provided the theoretical basis for this study because of the documented effectiveness of this model within traditional brick-and-mortar schools. The Effective Schools Survey was used to collect data by measuring South Carolina online high school teacher perceptions of the presence of the Effective Schools correlates. Archival standardized test data of grade 9-12 online students were collected from the South Carolina Department of Education to measure the dependent variables. Findings revealed few statistically significantly relationships between the Effective Schools correlates and student achievement. The findings of this study may interest educational leaders as they seek to identify specific factors or create models to effectively assess teaching and learning within online education.
|Commitee:||Gehle, Timothy, Shelton, Dana K.|
|School:||Grand Canyon University|
|Department:||College of Doctoral Studies|
|School Location:||United States -- Arizona|
|Source:||DAI-A 74/10(E), Dissertation Abstracts International|
|Subjects:||Educational evaluation, Education Policy, Educational technology|
|Keywords:||Assessment, Effective schools, K-12, Online, South Carolina, Student performance, Technology|
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