An analysis of factors that impact secondary science outcomes in Tennessee | Posted on:2013-06-09 | Degree:Ed.D | Type:Dissertation | University:Lincoln Memorial University | Candidate:South, Suzanne Lawson | Full Text:PDF | GTID:1457390008963475 | Subject:Education | Abstract/Summary: | | The purpose of this study was to analyze school and district characteristics for 2005--2006 through 2007--2008 to determine which factors impacted science achievement for the graduating class of 2008--2009 in Tennessee. School size, socioeconomic status, per pupil instructional expenditures and rurality/urbanicity were predictor variables. Achievement was represented by performance on the science and reasoning portion of the ACT. Correlational studies indicated that socioeconomic status had a significant impact on science achievement while the impact of school size and rurality/urbanicity was observed to be weak. Statistical analyses through multiple linear regression produced a model in which socioeconomic status and rurality/urbanicity explained 65.4% of the variance observed. Schools were segmented into quintiles based on socioeconomic status in an effort to control for poverty and correlational studies were repeated. School size and rurality/urbanicity appeared to have a more significant impact on achievement, particularly for students in the highest and lowest poverty bands. | Keywords/Search Tags: | Impact, Science, Socioeconomic status, School, Achievement, Rurality/urbanicity | | Related items |
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