Students' Scores and Attendance: A Study of South Dakota Schools with Four-Day Schedules

Autor/in	Dolezal, Dennis W.
Titel	Students' Scores and Attendance: A Study of South Dakota Schools with Four-Day Schedules
Quelle	(2018), (74 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of South Dakota
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3559-7001-2
Schlagwörter	Hochschulschrift; Dissertation; School Schedules; Attendance; Educational Quality; Educational Finance; Correlation; Scores; Comparative Analysis; Web Sites; Data Analysis; Trend Analysis; College Entrance Examinations; Educational Policy; High School Students; South Dakota; ACT Assessment + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schulzeiteinteilung; Anwesenheit; Quality of education; Bildungsqualität; Bildungsfonds; Korrelation; Web-Design; Auswertung; Trendanalyse; Aufnahmeprüfung; Politics of education; Bildungspolitik; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; South-Dakota; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	New ways of managing schools that save money while providing the same quality of education is always a goal. The saving of money is always needed to assure that we make the most of our tax dollars without spending more than is required. The purpose of this quantitative study was to identify the relationship between student test scores from a five-day school week and student test scores from a four-day school week. This study also sought to identify the relationship between student attendance rates for students attending a five-day school week and attendance rates for students attending a four-day school week. Student ACT composite test scores and attendance rates were acquired using statistical information gathered by the state's department of education's website annually. Student ACT composite scores compiled prior to the move to a four day school week were compared to the ACT composite scores compiled during the years the same school followed a traditional five-day school week. School student attendance rates compiled prior to the move to a four day school week were compared to the school student attendance rates compiled during the years the same school followed a traditional five-day school week. Dependent t-tests of reliability were used along with Cohen's d strength tests to compare student ACT Composite test scores and attendance rates before and after the conversion to four-day school weeks. The results of this study show test result and student attendance downward trends that may be worthwhile studying in the future when more examples and more data become available. When the attendance rates of the schools in this study that converted to a four-day school week were averaged together, the attendance rates of the schools in this study went down .13 percent. This was not found to be a significant difference. The ACT Composite test scores of the schools in this study, when averaged together, went down an average of .49 points which was found to be an insignificant difference despite two outlier schools whose scores went down over two points on average. The conversion to a four-day school week may or may not be deemed successful due to the increase in attendance for the schools involved depending on the goal of the school and whether they believe less than half of a point in test score drops is too significant compared to the maximum increase in attendance of 7.9 percent. [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