dc.contributor.author	Spurlock, John Frank, Jr.
dc.coverage.spatial	Central and North America -- United States -- Georgia	en_US
dc.coverage.temporal	2008-2010	en_US
dc.date.accessioned	2015-01-06T20:07:44Z
dc.date.available	2015-01-06T20:07:44Z
dc.date.issued	2014-12
dc.identifier.other	FF413784-842C-A0A2-4375-24B00FD638F7	UUID
dc.identifier.uri	http://hdl.handle.net/10428/1900
dc.description.abstract	Many studies assessing the intersection of academics and athletics focus on how athletic participation affects the academic achievement of individual student-athletes. Others determine the effects of athletic participation on other academic-related outcomes such as social determination, dropout rates, college graduation rates, and expectations for going to college. However, the purpose of this study was to determine if specific schoollevel variables predict a high school’s academic performance and the success of its athletic department. A non-experimental multivariate ex post facto correlational design and a group comparison design were used for this study. Georgia public high schools competing in the GHSA classifications AAAAA, AAAA, and AAA during the academic years 2008- 2010 were included in the study. Logistic regression determined if the school-level variables predicted a school’s academic performance. A Mann-Whitney U test was used to determine if high-performing and low-performing schools were significantly different in terms of athletic department success. Negative binomial and Poisson regression methods were used to determine if the school-level variables correctly predicted athletic department success. The results of this study found the predictor variables were able to accurately predict academic performance for over 82% of schools. While the percentage of minority students, graduation rate, and GHSGT scores were significant predictors in two out of the three classifications, the percentage of economically disadvantaged students was not a significant predictor. The study found significant differences between high-performing and low-performing schools in terms of overall athletic performance in GHSA classifications AAA and AAAA. Significant differences were also found in baseball and girls soccer. The negative binomial and Poisson regression models significantly predicted athletic department success. The findings suggest that certain academic predictors (GHSGT scores and graduation rate) are also linked to athletic achievement. Demographic variables (percentage of economically disadvantaged students and minority students) were significant in classification AAA, but not in the larger classifications. Academics and athletics are not mutually exclusive. The results of this study show they are intertwined. While academically high-performing schools generally had more successful athletic departments, academically low-performing schools tended to struggle to compete athletically.	en_US
dc.description.tableofcontents	Chapter I: INTRODUCTION - 1 Statement of the Problem - 1 Conceptual Framework - 2 Purpose of the Study - 7 Research Questions - 8 Procedures - 10 Significance of the Study - 11 Limitations of the Study - 12 Definition of Terms - 12 Organization of the Study - 15 Chapter II: REVIEW OF LITERATURE - 16 Academics and Athletics: A Historical Debate - 17 The Impact of Socioeconomic Resources on Athletics and Academics - 8 Enrollment Size - 34 The Role of Racial Demographics - 37 Students with Disabilities - 45 The Effect of Multiple Subgroups on Academic Performance - 49 Summary - 51 Chapter III: METHODOLOGY - 54 Research Design - 54 Participants - 56 Instrumentation - 57 Data Collection - 59 Data Analysis - 60 Statistical Assumptions - 63 Summary - 64 Chapter IV: RESULTS - 66 Descriptive Statistics - 69 Results by Question - 75 Research Question 1 - 75 Research Question 2 - 79 Research Question 3 - 95 Research Question 4 - 109 Summary of Findings - 136 Chapter V: SUMMARY AND DISCUSSION - 140 Overview of the Study - 140 Related Literature - 143 Methods - 145 Participants - 145 Variables Studied - 146 Procedures - 146 Summary of Findings - 148 Discussion of Findings -153 Limitations of the Study - 156 Recommendations for Future Research - 157 Conclusions - 158 REFERENCES - 160 APPENDIX A: Institutional Review Board (IRB) Exemption Form - 194	en_US
dc.language.iso	en_US	en_US
dc.subject	Educational Leadership	en_US
dc.subject	Annual Yearly Progress	en_US
dc.subject	Athletics	en_US
dc.subject	Sports	en_US
dc.subject	Demographic subgroups	en_US
dc.subject	Academic performance	en_US
dc.title	High-Performing Schools and Athletics in Georgia High Schools	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Curriculum, Leadership and Technology	en_US
dc.description.advisor	Siegrist, Gerald R.
dc.description.committee	Brockmeter, Lantry L.
dc.description.committee	Green, Robert B., III
dc.description.committee	Stelzer, Jiri
dc.description.degree	Ed.D.	en_US
dc.description.major	Educational Leadership	en_US