Factors that Predict Student Achievement in Georgia Public Schools
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Authors
Mayer, Alisande
Issue Date
2013-01-08
Type
Technical Report
Thesis
Thesis
Language
en_US
Keywords
Educational Funding , Georgia Public Schools , Criterion-Referenced Competency Test , Student Achievement , CRCT , Title I , Class Size , Teacher quality
Alternative Title
Abstract
Because of a recent decline in educational funding, state and local departments of
education have been compelled to evaluate all of their expenditures in terms of cost
versus benefit to student achievement. The purpose of this study was to examine five
characteristics of teachers and schools believed to contribute the most to student
success—Title I status, teachers’ education level, teachers’ average years of experience,
class size, and computer to student ratio—and their relationship to the achievement of
fifth-grade students in 106 Georgia public schools. Student achievement was measured
by the percentage of these students receiving scores of Does Not Meet, Meets, and
Exceeds on the reading and mathematics portion of the Criterion-Referenced Competency Test.
Incorporating data compiled from the Georgia Department of Education Web site,
a multiple regression analysis was conducted and findings revealed designation as a Title I school to be the strongest predictor of student achievement. Regression analysis of each of the scores of Does Not Meet, Meets, and Exceeds in reading and mathematics revealed that being a Title I school results in an increase of the percentage of students receiving scores of Does Not Meet in both reading and math and a decrease in the percentage of students receiving scores of Exceeds in both reading and mathematics. However, according to the study’s findings, designation as a Title I school also resulted in an increase in the percentage of students receiving a score of Meets on both the reading and mathematics portion of the CRCT. In the absence of individual student data, Title I status was broken down by school. Based on the findings of this study, future research using data from individual students categorized as being from low socioeconomic backgrounds may be beneficial.
One of the more significant findings of this research related to class size
reduction. This study did not show smaller class size to play a role in higher student
achievement as had been previously hypothesized. Instead, class size seemed to have
very little relationship to the overall achievement of fifth-grade students.
Teacher quality revealed mixed, though generally positive results when correlated
with student achievement. Given that previous literature produced similar results, it may
be beneficial to conduct a mixed methods study observing several teachers in classes
where students consistently score well on standardized tests to determine what
characteristics they possess that makes them excel.
Description
The dissertation, "Factors that Predict Student Achievement in Georgia Public Schools," by Alisande Fountain Mayer