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Autor/in | South, Suzanne Lawson |
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Titel | An Analysis of Factors That Impact Secondary Science Outcomes in Tennessee |
Quelle | (2012), (116 Seiten)
PDF als Volltext Ed.D. Dissertation, Lincoln Memorial University |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
ISBN | 978-1-2672-7004-7 |
Schlagwörter | Hochschulschrift; Dissertation; Secondary School Science; Science Achievement; Institutional Characteristics; School Size; Socioeconomic Status; Expenditure per Student; Rural Schools; Urban Schools; Predictor Variables; College Entrance Examinations; Correlation; Regression (Statistics); Poverty; Secondary School Students; School Districts; Secondary Schools; Tennessee; ACT Assessment Thesis; Dissertations; Academic thesis; Socio-economic status; Sozioökonomischer Status; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Urban area; Urban areas; Stadtregion; Stadt; Prädiktor; Aufnahmeprüfung; Korrelation; Regression; Regressionsanalyse; Armut; Sekundarschüler; School district; Schulbezirk; Sekundarschule; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung |
Abstract | The purpose of this study was to analyze school and district characteristics for 2005-2006 through 2007-2008 to determine which factors impacted science achievement for the graduating class of 2008-2009 in Tennessee. School size, socioeconomic status, per pupil instructional expenditures and rurality/urbanicity were predictor variables. Achievement was represented by performance on the science and reasoning portion of the ACT. Correlational studies indicated that socioeconomic status had a significant impact on science achievement while the impact of school size and rurality/urbanicity was observed to be weak. Statistical analyses through multiple linear regression produced a model in which socioeconomic status and rurality/urbanicity explained 65.4% of the variance observed. Schools were segmented into quintiles based on socioeconomic status in an effort to control for poverty and correlational studies were repeated. School size and rurality/urbanicity appeared to have a more significant impact on achievement, particularly for students in the highest and lowest poverty bands. [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). |
Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |