Assessing the Effectiveness of New Hampshire Elementary Schools: An Effective Schools Approach

Autor/in	Fortner, Tara
Titel	Assessing the Effectiveness of New Hampshire Elementary Schools: An Effective Schools Approach
Quelle	(2017), (154 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Plymouth State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3552-9276-3
Schlagwörter	Hochschulschrift; Dissertation; School Effectiveness; Grade 4; Racial Differences; Socioeconomic Status; Reading Achievement; Mathematics Achievement; Regression (Statistics); Financial Support; Teacher Qualifications; Low Income Groups; Student Characteristics; National Competency Tests; New Hampshire; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schuleffizienz; School year 04; 4. Schuljahr; Schuljahr 04; Rassenunterschied; Socio-economic status; Sozioökonomischer Status; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Regression; Regressionsanalyse; Finanzielle Förderung; Lehrqualifikation
Abstract	Despite consistently strong performances among NH 4th graders on the NAEP assessments, large disparities have been observed among NH elementary students on the NECAP assessments based on race and SES. The current study assessed the effectiveness of NH elementary schools, as defined by the effective schools research. Of the 209 elementary schools included in the current study, 8.6% were effective for reading, while 9% were effective for math. Multinomial logistic regression analyses revealed that student body composition, school funding practices, and teacher qualifications could each differentiate effective schools from other schools. The percentage of low-income students in a school had the strongest explanatory power on the effectiveness of schools accounting for 84% of the variability in the effectiveness of schools for reading and 86% of the variability in the effectiveness of schools for math. Student body composition was found to be highly associated with school funding practices and teacher qualifications. [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