Influence of Student and School Variables on Grade 5 Mathematics and Language Arts Achievement in New Jersey

Autor/in	Gemellaro, Dorian Marrone
Titel	Influence of Student and School Variables on Grade 5 Mathematics and Language Arts Achievement in New Jersey
Quelle	In: AASA Journal of Scholarship & Practice, 10 (2013) 3, S.15-31 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-6569
Schlagwörter	Student Characteristics; Institutional Characteristics; Scores; Mathematics Achievement; Language Arts; Standardized Tests; Elementary School Students; Grade 5; State Standards; High Stakes Tests; Report Cards; Teacher Student Ratio; Enrollment; Student Mobility; Attendance Patterns; School Schedules; School Size; Faculty Mobility; Academic Achievement; Poverty; Time Factors (Learning); Educational Attainment; Teacher Characteristics; Socioeconomic Status; New Jersey + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Sprachkultur; Standadised tests; Standardisierter Test; School year 05; 5. Schuljahr; Schuljahr 05; Berichtszeugnis; Lehrer-Schüler-Relation; Einschulung; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Schulzeiteinteilung; Schulleistung; Armut; Bildungsabschluss; Bildungsgut; Socio-economic status; Sozioökonomischer Status
Abstract	The strength and direction of relationships between NJ School Report Card Variables (NJ SRC) and 2008-2009 NJ ASK 5 Math and Language Arts Literacy (LAL) student test scores were explored in this non-experimental, quantitative, explanatory study. Variables found to have an influence on standardized test scores in the extant literature were evaluated and reported. The sample of elementary schools (n=314) was taken from the NJ School Report Card to be a proportional random sample of the state's district composition. Analyses were conducted using a two-tiered approach. A simultaneous multiple regression of NJ SRC variables was employed first for both Math and LAL scores. Multiple regression models for School, Student, and Staff variable sets were then analyzed for Math and LAL achievement. (Contains 4 tables.) (As Provided).
Anmerkungen	American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org/jsp.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10