The Relationship between Universal Non-Classroom Variables of Student Achievement and the Minnesota Multiple Measurement Rating for Minnesota Public High Schools: An Analysis of System Accountability in Minnesota

Autor/in	Henn, Paul M.
Titel	The Relationship between Universal Non-Classroom Variables of Student Achievement and the Minnesota Multiple Measurement Rating for Minnesota Public High Schools: An Analysis of System Accountability in Minnesota
Quelle	(2018), (107 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Concordia University, St. Paul
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4387-1143-3
Schlagwörter	Hochschulschrift; Dissertation; Correlation; Academic Achievement; Accountability; Outcomes of Education; High Schools; Public Schools; High School Students; Influences; Minnesota + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Korrelation; Schulleistung; Verantwortung; Lernleistung; Schulerfolg; High school; Oberschule; Public school; Öffentliche Schule; High schools; Student; Students; Schüler; Schülerin; Studentin; Influence; Einfluss; Einflussfaktor
Abstract	Current accountability trends in education require targeted strategic action planning (SAP) and school improvement planning (SIP). Data collected on student outcomes effectively informing SAP and SIP planning requires an understanding of relationships between internal classroom variables and external non-classroom variables of achievement. Minnesota's multiple measurement rating (MMR) is a universal student outcome measurement used as the dependent variable that correlations from universal non-classroom factors of achievement can be based upon and will be the student outcome measurement for the current research. This study will examine the influence that five universal non-classroom factors of achievement have on student outcomes in Minnesota high schools. The two-stage study, using simple correlations, regressions and repeated measures found a relationship between five universal non-classroom variables on MMR composites scores. The results found establish a format and measurement relevant for school leadership, educational consultants, and lawmakers to establish priorities based on the current reality of schools, effectively prioritizing planning based on actual need versus assumption. Scholar's future research focused on greater understanding of classroom and non-classroom factors of student achievement on student outcomes potentially deepens the understanding of the continuous improvement and strategic action planning process delivering meaningful, prioritized, and usable results. [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