Climate Change: An Analysis of School Climate and Academic Achievement in the Common Core Era

Autor/in	Johnson, Jason
Titel	Climate Change: An Analysis of School Climate and Academic Achievement in the Common Core Era
Quelle	(2019), (134 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, California State University, Long Beach
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-0856-0657-8
Schlagwörter	Hochschulschrift; Dissertation; Educational Environment; Academic Achievement; Correlation; Common Core State Standards; High Schools; Scores; Predictor Variables; Social Emotional Learning; Resilience (Psychology); California + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulleistung; Korrelation; Common core curriculum; Curriculum; Kerncurriculum; High school; Oberschule; Prädiktor; Kalifornien
Abstract	The primary purpose of this study was to explore the relationship between school climate and academic achievement in the Common Core State Standards era. This quantitative study involved 79 high school-level school districts from five counties in the southern California area. The essential research questions used to guide the study were designed to explore whether the academic achievement scores on the California Assessment for Student Performance and Progress possessed a correlational relationship with school climate survey results on the California Healthy Kids Survey (CHKS). In addition, the research questions were designed to determine which school protective factors on the CHKS possessed the greatest or strongest predictor of academic achievement. To address the research questions, data were obtained from the California Department of Education and WestEd in order to conduct a Pearson correlation and multiple regression analysis. The results of this study demonstrated that the relationship between school climate and academic achievement continues into the Common Core era. This finding appears to validate the theoretical framework of resiliency and the importance of socioemotional learning alongside 21st-century learning. Implications include that policymakers should mandate that the CHKS be performed annually and included on the California School Dashboard. Additionally, researchers and educators should continue to consider school climate as an important facet of the existing achievement gap. [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	2024/1/01