Basic Quality of Secondary Education in Rural Montana. Bulletin 685.

Autor/inn/en	Kimble, John W.; und weitere
Institution	Montana State Univ., Bozeman. Montana Agricultural Experiment Station.
Titel	Basic Quality of Secondary Education in Rural Montana. Bulletin 685.
Quelle	(1976), (29 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Achievement Tests; Comparative Analysis; Data Collection; Educational Assessment; Educational Quality; Grade 10; Grade 12; High School Students; High Schools; Rural Areas; Rural Education; Rural Schools; Rural Urban Differences; School Size; Small Schools; Socioeconomic Influences; Student Characteristics; Student Evaluation; Test Norms; Urban Schools; Montana; Stanford Achievement Tests + Suchen Sie Ihr Suchwort? Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Data capture; Datensammlung; Education; assessment; Bewertungssystem; Quality of education; Bildungsqualität; School year 12; 12. Schuljahr; Schuljahr 12; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Rural area; Ländlicher Raum; Ländliche Erwachsenenbildung; Rural areas; School; Schools; Schule; Schulen; Stadt-Land-Beziehung; Sozioökonomischer Faktor; Schulnote; Studentische Bewertung; Testnorm; Urban area; Urban areas; Stadtregion; Stadt
Abstract	The Stanford Achievement Test was administered to 2,186 of the 47,045 Montana high school students to analyze whether or not school size is important in determining student achievement, and to analyze factors that affect student achievement and whether those factors vary by school size. The sample included 1,311 sophomores and 875 seniors. To accomplish the first objective, the mean score of each test was calculated for each school, and the score was standardized so that a composite total score could be calculated. The procedure was the same for all respondents. Regression analysis was used to analyze the data for the second objective. Twelve variables were chosen to represent the school, the student, and the student's socio-economic status. The independent variables were regressed against each of the dependent variables for each of four school size categories and for all students sampled. Results indicated that, at the senior level, no significant differences existed in the mean test scores based on school size. However, sophomores of the larger schools scored better than did those from smaller rural schools. Different variables influenced student achievement in the rural schools than in larger urban schools. Students' socio-economic backgrounds had the most influence on their achievement. (CM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC