Mobility and Student Achievement in High Poverty Schools

Autor/in	Dalton, Janet Denise
Titel	Mobility and Student Achievement in High Poverty Schools
Quelle	(2013), (105 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, East Tennessee State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3031-3841-6
Schlagwörter	Hochschulschrift; Dissertation; Student Mobility; Academic Achievement; Poverty; Disadvantaged Schools; Grade 4; Elementary School Students; Statistical Analysis; Federal Legislation; Educational Legislation; Reading Achievement; Mathematics Achievement; Achievement Tests; Ethnic Groups; Tennessee + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Schulleistung; Armut; School year 04; 4. Schuljahr; Schuljahr 04; Statistische Analyse; Bundesrecht; Bildungsrecht; Schulgesetz; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ethnie
Abstract	Student mobility is an issue for high poverty schools in the shadow of increased rigor and accountability for student performance. Whereas mobility is not a sole cause for poor achievement, it is a contributing factor for students in poverty who are already considered to be at risk of low achievement. Student mobility creates a hardship for schools and districts and hampers attempts to properly monitor the progress of students. This quantitative study examined the differences between mobile and nonmobile 4th grade students from 4 high poverty schools in a Northeast Tennessee school district. Research before and after the No Child Left Behind Act of 2002 (NCLB) was explored. A two-way contingency analysis was used to determine if differences exist between mobile and nonmobile students on reading and math achievements tests. Additionally, the frequency of mobility and mobile and nonmobile among 3 ethnic groups were explored to determine the effects of mobility on achievement. The analyses suggested that no significant relationship exists between the independent variables. [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	2020/1/01