Louisiana School Effectiveness Study: Phase Two, 1982-84.

Autor/inn/en	Teddlie, Charles; und weitere
Institution	Louisiana State Dept. of Education, Baton Rouge. Bureau of Research.
Titel	Louisiana School Effectiveness Study: Phase Two, 1982-84.
Quelle	(1984), (293 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Analysis of Variance; Educational Attainment; Educational Environment; Elementary Education; Elementary School Teachers; Expectation; Factor Analysis; Grade 3; Grades (Scholastic); Parent Influence; Performance Factors; Principals; Regression (Statistics); School Effectiveness; Socioeconomic Status; State Surveys; Student Attitudes + Suchen Sie Ihr Suchwort? Schulleistung; Bildungsabschluss; Bildungsgut; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Expectancy; Erwartung; Faktorenanalyse; School year 03; 3. Schuljahr; Schuljahr 03; Notenspiegel; Leistungsindikator; Principal; Schulleiter; Regression; Regressionsanalyse; Schuleffizienz; Socio-economic status; Sozioökonomischer Status; Schülerverhalten
Abstract	This report details the methodology and findings of the Louisiana School Effectiveness study, designed to identify school level attitudes and behaviors which predict students' achievement. Principals, teachers, and students in 76 schools with third grade classrooms responded to school climate questionnaires. Data for the students also included scores on the Louisiana Basic Skills Tests, scores on the Educational Development series test, and student socioeconomic (SES) characteristics. Data analyses were divided into two distinct efforts: (1) an input-output model designed to predict student achievement from student SES and school climate, and (2) a description of six different types of schools (three level of effectiveness x two levels of SES). Factor analysis followed by regression analysis indicated that there were four significant contributors to the variance in test scores: student SES, student perceptions of how much the teachers and other students care about grades, students' future educational expectations, and student perceptions of negative school climate. Recommendations for school improvement included school level recommendations, and state level recommendations. (BW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC