Student Achievement: Identification of Impact Variables

Autor/in	Chargois, Timothy
Titel	Student Achievement: Identification of Impact Variables
Quelle	(2008), (190 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Lamar University - Beaumont
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1241-0424-9
Schlagwörter	Hochschulschrift; Dissertation; Class Size; African American Achievement; Academic Achievement; School Size; High Stakes Tests; Educational Practices; Program Effectiveness; Grade 5; Socioeconomic Status; African American Students; School Districts; Ethnicity; Gender Differences; Low Achievement; Academic Failure; Mathematics Achievement; Reading Achievement; Texas + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Klassengröße; Schulleistung; Bildungspraxis; School year 05; 5. Schuljahr; Schuljahr 05; Socio-economic status; Sozioökonomischer Status; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; School district; Schulbezirk; Ethnizität; Geschlechterkonflikt; Unterdurchschnittliche Leistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung
Abstract	This quantitative study was designed to investigate if there was differences among the following groups: (1) school size, (2) class size, (3) ethnicity, (4) gender, and (5) a teacher's years of experience with respect to fifth grade TAKS math and reading scores when controlling for low socio-economic status for 1404 students at elementary campuses in district A. Fifth grade students participating in high stakes tests in Texas was not achieving at the same academic levels and risk failure of promotion to grade six, a prerequisite for future educational, social, and economic success. A review of the literature indicated that some variables impacted and contributed to the academic success or failure of students more than others. This study addressed these questions. Study findings suggested the following conclusions about student performance on TAKS in district A. African American achievement scores were lower than all other subgroups. Student achievement performances did vary by school and class size. Achievement differences between genders were not significant, with exception of the African American male and female scores. African American females outperformed African American males in both math and reading performances. Teacher years of experience impacted student performance but not as significantly as reading performance impacted math achievement. This study has implications for further research and educational practices. [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	2017/4/10