The Relationship between School Climate and College and Career Readiness: A Quantitative Analysis of Protective Factors, Internal Assets, and the California College and Career Indicators

Literaturnachweis - Detailanzeige

Trefferliste

Autor/in	Goss, Karen Danielle
Titel	The Relationship between School Climate and College and Career Readiness: A Quantitative Analysis of Protective Factors, Internal Assets, and the California College and Career Indicators
Quelle	(2023), (128 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of La Verne
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3796-9245-2
Schlagwörter	Hochschulschrift; Dissertation; High School Students; Public Schools; Educational Environment; Career Readiness; College Readiness; Influences; Relationship; Teacher Student Relationship; Parent Student Relationship; Caring; Student Participation; Academic Achievement; California + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Public school; Öffentliche Schule; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Influence; Einfluss; Einflussfaktor; Wechselbeziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Care; Pflege; Sorge; Betreuung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schulleistung; Kalifornien
Abstract	Purpose: The purpose of this quantitative, correlational study was to determine the degree of relationship between school protective factors, student internal assets, and College and Career Readiness Indicator outcomes. The population for this study included comprehensive, public high schools across California, including only schools that administered the California Healthy Kids Survey in the 2019-2020 school year. Public data files were accessed from the California Accountability Dashboard and California Healthy Kids Survey. The correlational coefficient was determined using multiple regression analysis. Theoretical Framework: The resilience youth development model (RYDM) framework served as the model for this quantitative, correlational study to determine the degree of relationship between school protective factors, student internal assets, and College and Career Readiness Indicator outcomes using California's public Accountability Dashboard data. Methodology: This study compared school protective factors, student internal assets, and college and career readiness percentages after controlling for socioeconomic status. A correlational, quantitative research design was chosen to determine the degree of relationship between variables. A total of 475 California high schools were included in the study. Findings and Conclusion: A positive correlation between school protective factors and student internal assets was shown after controlling for schoolwide socioeconomic status. When correlated to college and career readiness indicators, caring adult relationships, and meaningful participation (school protective factors) to school academic achievement (student internal assets), controlling for socioeconomic status, caring adult relationship was the only positively correlated variable. The RYDM model suggested that school protective factors and student internal assets correlate to academic outcomes when measured as college and career readiness indicators was supported; however, caring adult relationships was the only variable with a positive correlation. Recommendations: The California college and career readiness measures are new to the accountability dashboard, and few studies have examined how these data connect to student outcomes. It would be beneficial to replicate this study when college and career readiness indicators are reinstated after the COVID-19 pause. Replicating would allow for the addition of more schools in the study. Continuing to assess the change in college and career indicators over time could assess trends and garner more information about the school supports that positively impact proficiency. [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