A Comparison of School Structure on Student Achievement in K-8 and Middle Schools in Arizona

Autor/in	Hannon, Shannon
Titel	A Comparison of School Structure on Student Achievement in K-8 and Middle Schools in Arizona
Quelle	(2013), (100 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northern Arizona University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3030-9619-8
Schlagwörter	Hochschulschrift; Dissertation; Comparative Analysis; Predictor Variables; State Standards; Reading Achievement; Mathematics Achievement; Middle School Students; Grade 7; Grade 8; Regression (Statistics); Prediction; Group Membership; Student Characteristics; Socioeconomic Status; English Language Learners; Special Education; Models; Arizona + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Prädiktor; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Regression; Regressionsanalyse; Vorhersage; Gruppenzugehörigkeit; Socio-economic status; Sozioökonomischer Status; Special needs education; Sonderpädagogik; Sonderschulwesen; Analogiemodell
Abstract	This causal comparative study used a set of predictable variables, including school configurations, to predict student proficiency on the Arizona Instrument to Measure Standards (AIMS) test in reading and math. The school configurations were K-8 and middle school. The researcher analyzed the 2011-2012 AIMS reading and math achievement scores of 2100 students who were enrolled in 7th and 8th grades across four different schools in two unified school districts in the American Southwest. Two schools were K-8 schools and two were middle schools. The 7th and 8th grade students from each school were included in the study. Logistic Regression was used to predict student proficiency on the AIMS test from a set of predictable variables. Results revealed that the model was able to predict group membership for students that were proficient in reading and math. The independent variables of free and reduced lunch status, English language learner status, and special education status contributed significantly to the predictive ability of the model for reading. All variables contributed significantly for math. One school structure did not achieve better than the other, but the variables of full academic year, school type, English language learner status and special education status all contributed to predicting proficiency on the AIMS reading or math tests. [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