The primary purpose of this study was to examine to what extent the predictive factors of attendance, suspension, grades in math and English, and standardized test scores at the late elementary level, place students “at-risk” for later academic challenges. This quantitative study of 8th-grade students from one large urban school district (N = 4910) examines the role of specific predictive factors connected to high school readiness from the 5th to 8th-grade levels using Chi-square, independent samples t-tests, and binary logistical regression analysis. The key findings from the research demonstrated that the relationship between attendance, grades in math and English, suspension, and standardized test scores in the fifth grade predict high school readiness in the eighth grade with 70.7 percent accuracy (as compared to a 54.7 percent accuracy of the null hypothesis). The findings provide support and advance our understanding of how the framework of the Conceptual Model of High School Performance (CMHSP) supports the use of High School Readiness (HSR) indicators at the elementary level. The research model supports the exploration of predictive factors at the elementary level using HSR to identify possible student-at-risk indicators earlier than prior studies at the high school level.
|Commitee:||Anderson, Felicia, Priede, Alejandra|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||DAI-A 81/3(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Educational psychology, Middle School education|
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