An Analysis of Factors That Impact Secondary Science Outcomes in Tennessee

Autor/in	South, Suzanne Lawson
Titel	An Analysis of Factors That Impact Secondary Science Outcomes in Tennessee
Quelle	(2012), (116 Seiten) PDF als Volltext Verfügbarkeit 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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10