Climate And Student Performance In Tennessee Middle Schools
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Climate And Student Performance In Tennessee Middle Schools
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Author : Myrna Gail Sumner
language : en
Publisher:
Release Date : 2006
Climate And Student Performance In Tennessee Middle Schools written by Myrna Gail Sumner and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2006 with Academic achievement categories.
The purpose of this study was to extend previous research by investigating the relationship between school climate and student performance (value-added gains) in selected middle schools. In order to confirm previous research with the selected instrument, school climate and student achievement were also compared. This study used a correlation analysis design. Forty middle schools from across Tennessee were used as a population sample. The data sources were the School Climate Inventory (SCI), and the State of Tennessee Report Card, 2005. Criterion referenced data and value-added gain data were collected from the Report Card. Aggregate achievement scores and aggregate performance (value-added) scores in language arts, math, science, and social studies were compared with school climate scores using the Pearson Product Moment Correlation Coefficient. There is a relationship between overall school climate and at least one aspect of student performance, that of language arts. Language arts performance scores correlated significantly with 5 of the 7 climate subscales. Significant correlations of science performance scores with the climate subscale of expectation, as well as the social studies performance scores with the climate subscale of order were also found. This study also affirmed previous research that showed a relationship between the academic emphasis of climate and student achievement.
Resource Deployment And Student Achievement In Tennessee Middle Schools
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Author : Catherine Elizabeth Freeman
language : en
Publisher:
Release Date : 2000
Resource Deployment And Student Achievement In Tennessee Middle Schools written by Catherine Elizabeth Freeman and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2000 with Academic achievement categories.
The Effects Of School Climate On Student Achievement In Lower And Higher Performing Public And Charter Elementary Schools In Tennessee
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Author : Aszure Emond Brown
language : en
Publisher:
Release Date : 2016
The Effects Of School Climate On Student Achievement In Lower And Higher Performing Public And Charter Elementary Schools In Tennessee written by Aszure Emond Brown and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2016 with Academic achievement categories.
How Are Middle School Climate And Academic Performance Related Across Schools And Over Time
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Author : Adam Voight
language : en
Publisher:
Release Date : 2017
How Are Middle School Climate And Academic Performance Related Across Schools And Over Time written by Adam Voight and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2017 with categories.
A growing number of educators concur that, in order to improve student academic performance, schools need to focus not only on students' academic needs but also on their social, emotional, and material needs (Piscatelli & Lee, 2011). As a result, school climate--the social, emotional, and physical characteristics of a school community (Cohen, McCabe, Michelli, & Pickeral, 2009)--is gaining more attention as a lever to improve student academic performance. Most studies on the relationship between school climate and academic performance assert that a more positive school climate promotes higher academic performance. But evidence of a relationship between the two is weak. These studies generally are based on data collected at a single point in time and compare academic performance across schools with different school climates. They show that academic performance is higher in schools with a more positive school climate at single points in time. However, little evidence exists that changes in school climate over time are associated with changes in academic performance. This study used grade 7 student data from the California Healthy Kids Survey and administrative data for approximately 1,000 middle schools in California for 2004/05-2010/11 to measure students' perceptions about six domains of school climate. Schools with a positive school climate were those in which students reported high levels of safety/connectedness, caring relationships with adults, and meaningful student participation and low rates of substance use at school, bullying/discrimination, and student delinquency. School-level academic performance was measured using grade 7 California Standards Test scores in English language arts and math. The study team examined the relationship between school climate and academic performance across schools to determine whether in a given year California middle schools with a more positive school climate had higher academic performance. The study team also sought to determine how academic performance for a given school improved as school climate improved by examining how changes in school climate over two-year intervals were related to changes in average academic performance. Key findings include: (1) Schools with a more positive student-reported school climate had higher academic performance in English language arts and math; (2) Changes in a school's student-reported school climate over time were associated with changes in academic performance at that school; and (3) The changes in academic performance within a school that were associated with changes in student-reported school climate over time were substantially smaller than the differences in academic performance across schools with different school climate values in a given year. For example, in a given year schools at the 50th percentile on school climate were at the 48th percentile on math performance, on average, while schools at the 60th percentile on school climate were at the 51st percentile on math performance. This finding suggests that an improvement of 10 percentile points in school climate would be associated with an average 3 percentile point increase in academic performance. However, when followed over time, schools with a 10 percentile point increase in student perceptions of school climate averaged a less than 1 percentile point increase in academic performance. The following are appended: (1) School climate domains measured on the California Healthy Kids Survey, grade 7 students; (2) Data and methodology; and (3) Cross-sectional and longitudinal associations between school climate and academic performance in percentile point and standard deviation metrics.
Relationship Between School Climate And Student Achievement In Middle Schools
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Author : Brad Boykin
language : en
Publisher:
Release Date : 2023
Relationship Between School Climate And Student Achievement In Middle Schools written by Brad Boykin and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2023 with categories.
Author's abstract: Administrators are charged with making decisions and implementing strategies to improve a school's climate and student achievement. Because school climate and student achievement are interrelated, it would benefit administrators to understand which areas of school climate have the greatest impact on student achievement. The State of Georgia measures school climate and achievement with its school accountability measure, College and Career Ready Performance Index (CCRPI). This study employed a quantitative research design using archival data from CCRPI over two years to examine the relationship between school climate and student achievement. The researcher used Pearson's r correlation and multiple regression analysis to examine the relationship between the two components and the predictive effect of each school climate domain on student achievement for traditionally structured middle schools in the State of Georgia. Findings revealed that all four components of school climate, Survey Score, Discipline Score, Safe and Substance-Free Learning Environment Score, and Attendance Score were all related to student achievement. In addition, the Survey Score and Discipline score had the strongest relationship and was the most significant predictor of student achievement. Findings align with those identified in the literature and provide administrators with essential information to strategically make decisions involving processes and procedures that impact these areas. Future research is needed to determine whether the relationship between school climate and student achievement is similar for elementary, middle, or high schools. In addition, separating the data into rural, suburban, and urban schools and running similar tests may also help administrators specifically in those areas.
The Dissertation Desk Reference
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Author : Raymond L. Calabrese
language : en
Publisher: R&L Education
Release Date : 2009-10-16
The Dissertation Desk Reference written by Raymond L. Calabrese and has been published by R&L Education this book supported file pdf, txt, epub, kindle and other format this book has been release on 2009-10-16 with Education categories.
The dissertation process is one of endurance, willpower, and patience. To simplify the journey for today's graduate students, The Dissertation Desk Reference harvests the components that consistently appear in dissertations, with a separate entry for each component. Each entry includes a comprehensive example taken directly from a high-quality dissertation accompanied by a note describing what the researcher did. This book is user-friendly for doctoral students and their faculty advisors.
The Impact Of School Climate On Student Achievement In The Middle Schools Of The Commonwealth Of Virginia
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Author : David Alexander Bergren
language : en
Publisher:
Release Date : 2014
The Impact Of School Climate On Student Achievement In The Middle Schools Of The Commonwealth Of Virginia written by David Alexander Bergren and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2014 with categories.
Urban Elementary And Middle School Teachers Perceptions Of Instructional Time Resources And Facilities And Their Relationship To Student Academic Achievement Reading And Mathematics
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Author : Rosalind Renee Martin
language : en
Publisher:
Release Date : 2012
Urban Elementary And Middle School Teachers Perceptions Of Instructional Time Resources And Facilities And Their Relationship To Student Academic Achievement Reading And Mathematics written by Rosalind Renee Martin and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2012 with categories.
Federal and state laws rely on multiple indicators to measure and improve student performance. However, inadequate attention has been directed at school climate as a means to improve student academic achievement even through there is a diverse body of research linking school climate to student achievement and academic performance (Kober, 2001; Loukas & Robinson, 2005; Shindler, et al 2004). The specific purpose of this study is to examine elementary and middle school teachers' perceptions of school climate dimensions such as: use of instructional time, access to resources, and adequate facilities, in relationship to students academic achievement in an urban school district. The researcher used secondary data to analyze teachers' perceptions related of time, resources, and facilities and their relationship to student academic achievement. According to the data results, overall, elementary and middle school teachers believe there is: good use of their time during the school day, time to collaborate, time to meet the needs of students, and adequate non-instructional time. As with the second aspect regarding the level of access teachers have to instructional resources, teachers feel they have access to the resources needed. The third aspect addressed in the results is related to teachers' perceptions about the overall quality of the facilities in which they work. According to the data collected, teachers believe that the school facilities are clean and well maintained, and that their work space is sufficient and supportive for the teaching and learning process. The last set of data analyzed the relationship between the mean results from elementary and middle school teachers' perceptions about the related items concerning time, resources, and facilities and that of schools whose achieve results were proficient in reading and math on the 2010 Tennessee Comprehensive Achievement Program (TCAP) assessment. Teachers from schools that had proficient scores in reading and math, believed that there were too many interruptions during instructional time, class size matters when student achievement is considered, and there is a need to protect teachers from duties that interfere with their responsibility to educate students. Conclusion from this study indicated that there were no significant differences between elementary and middle school teachers' perceptions about use of instructional time, access to resources or facilities. However, there was a difference in teachers' perceptions that worked in schools with proficient reading and math scores on standardized test.
Dissertation Abstracts International
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Author :
language : en
Publisher:
Release Date : 2008
Dissertation Abstracts International written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2008 with Dissertations, Academic categories.
The Relationship Between School Climate And Student Achievement At The Middle School Level In Georgia
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Author : Curtis Brett Wallace
language : en
Publisher:
Release Date : 2020
The Relationship Between School Climate And Student Achievement At The Middle School Level In Georgia written by Curtis Brett Wallace and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2020 with Academic achievement categories.
School leaders from all over our nation are under scrutiny and pressure to raise their students’ academic achievement. Good standards-based classroom teaching, supportive teachers, administrators, and parents, and a motivated student all make for a high achieving student. But what is the relationship of the school’s climate to the achievement level? Does the student’s socioeconomic status affect academic achievement? This study collected data from 431 traditional public middle schools in the state of Georgia serving students in Grade 6 through Grade 8 exclusively during the 2017-18 school year. A stepwise multiple regression was used to examine the relationships in both research questions. The stepwise process allowed for the researcher to increase accuracy of results by prioritizing predicting variables of Free/Reduced rate, Climate score, and Administrator Attendance entered by correlation rate with the outcome variables of Mathematics Mean Scale Score and English/Language Arts Mean Scale Score. The purpose of this study is to examine the relationship of school climate and student achievement at the middle school level in Georgia. A quantitative predictive research design was used to measure the relationship between the variables. A multiple regression analysis in this study will provide information for school principals as to the significance of the relationship and of the climate of the school on student achievement. The results of the study will be a valuable resource for Georgia school leaders who must respond to the demands for increased student achievement while attracting and retaining teachers. If school climate has a significant impact on student achievement, then Georgia school leaders may develop plans to improve school climate (Fuller, Young, & Baker, 2010) and simultaneously create and sustain high-quality teams in response to increasing teacher vacancies and decreasing teacher applicants as reported by the Georgia Department of Education (Owens, 2015).