Factors That Contribute to Educational Success for Hispanic Students in Texas School Districts

Autor/in	Hale, Karen Louise
Titel	Factors That Contribute to Educational Success for Hispanic Students in Texas School Districts
Quelle	(2010), (156 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Texas Woman's University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1245-0174-1
Schlagwörter	Hochschulschrift; Dissertation; Educational Objectives; Academic Achievement; School Districts; Least Squares Statistics; Social Capital; Hispanic American Students; Outcomes of Education; Predictor Variables; Regression (Statistics); Hypothesis Testing; Politics; Theories; Texas + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Educational objective; Bildungsziel; Erziehungsziel; Schulleistung; School district; Schulbezirk; Sozialkapital; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Lernleistung; Schulerfolg; Prädiktor; Regression; Regressionsanalyse; Hypothesenprüfung; Hypothesentest; Politik; Theory; Theorie
Abstract	The purpose of this study is to determine factors that contribute to educational success for Hispanic students in Texas school districts. The study applies and tests a synthesis of social capital and political resource theories to identify the structural determinants that impact positive educational outcomes. Three research questions guided the study: (1) Does social capital have an effect on educational success of Hispanic students in Texas school districts? (2) Does political resource theory have an effect on educational success for Hispanic students in Texas school districts? (3) Does social capital combined with political resource theory further predict educational success for Hispanic students in Texas school districts? This study uses secondary data to test the research questions. The Academic Excellence Indicator System for 2006-2007 published annually by the Texas Education Agency is used in this study. This study tested twelve hypotheses using ordinary least squares regression. Five models are presented to determine what factors have a significant effect on Hispanic TAKS cumulative pass rate. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10