This study was conducted to identify factors that are predictive of student achievement outcomes and to analyze these factors in high-poverty schools versus low-poverty schools. Because of accountability standards implemented with the passage of No Child Left Behind, it is critical that educators determine factors that will increase student achievement most significantly. Once the most significant and most predictive variables of student achievement can be identified, stakeholders can implement policies and procedures to address those areas. In addition, instructional strategies can be employed to improve student success.
The dependent variable under study was student achievement, which was dissected into two categories of communication art and math scores. The independent variables included were student attendance, class size, and highly qualified teachers. The objective of the study was to establish if a relationship existed between the independent variables and the dependent variable. In addition, a determination of how predictive these independent variables were of the dependent variable was an important aspect of the study. The sample included the entire population of mainstream 9-12 public high schools in a Midwest state.
The statistical methods employed were descriptive statistics, Pearson r, p-value, coefficient of determination, and multiple regression. The analysis of the various statistical methods revealed a moderate correlation between student achievement and the independent variables of student attendance and highly qualified teachers for high-poverty schools. A significant level of correlation also existed between the below average attendance category and student achievement in both groups of high-poverty and low-poverty school settings. Additionally, attendance and teacher quality were predictive of both communication arts and math student achievement in the high poverty school setting, with attendance the most predictive. There was no significant relationship between class size and student achievement nor was it predictive of student achievement for either group of schools.
The implications of the research will benefit stakeholders due to the effect significant variables have on student achievement in high-poverty schools. Stakeholders can work together to implement policies, procedures, and instructional strategies that can more effectively address the most predictive variables in order to improve student achievement. Additionally, the results are supportive of investigating and addressing the needs of high-poverty schools.
|Commitee:||DeVore, Sherry, Kopp, Kevin|
|School Location:||United States -- Missouri|
|Source:||DAI-A 71/02, Dissertation Abstracts International|
|Subjects:||Educational tests & measurements, Educational evaluation, Curriculum development|
|Keywords:||Accountability, Accountability standards, Achievement, High-poverty, Low-poverty, Student success|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be