The Relationship Between Middle School Climate and Student Mathematics Achievement PDF Download

Author: Krista J. Sly
Publisher:
ISBN:
Category :
Languages : en
Pages :

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Author: Curtis Brett Wallace
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 90

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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).

Author: Brad Boykin
Publisher:
ISBN:
Category :
Languages : en
Pages : 0

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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.

Author: Engin Karadağ
Publisher: Springer
ISBN: 3319560832
Category : Education
Languages : en
Pages : 333

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This book focuses on the effect of psychological, social and demographic variables on student achievement and summarizes the current research findings in the field. It addresses the need for inclusive and interpretive studies in the field in order to interpret student achievement literature and suggests new pathways for further studies. Appropriately, a meta-analysis approach is used by the contributors to show the big picture to the researchers by analyzing and combining the findings from different independent studies. In particular, the authors compile various studies examining the relationship between student achievement and 21 psychological, social and demographic variables separately. The philosophy behind this book is to direct future research and practices rather than addressing the limits of current studies.

Author: Lorraine S. Young
Publisher:
ISBN:
Category : Achievement motivation in children
Languages : en
Pages : 374

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Author: Dan Wang
Publisher: Lexington Books
ISBN: 0739169432
Category : Education
Languages : en
Pages : 164

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The educational system in China is marked by its dramatic inequality between rural and urban schools. The challenges facing rural schools are usually understood as disadvantages in funding, facilities, and staffing, which consequently result in undesirable student performance in general. This book, however, penetrates these phenomena on the surface and brings forth a much deeper moral crisis in rural education, a crisis that is entrenched in the complicated interlocking of formal and informal institutions within and beyond the school. The Demoralization of Teachers describes the work and workplace in a rural school from the perspective of teachers who were working there. It faithfully depicts the lamentable state of teachers’ work morale in the school and, little by little as if a detective story, reveals the reasons for the teachers’ demoralization by vivid narratives. The book demonstrates the profound impact on the meanings of teaching exerted by the state curriculum reform, the formal and informal norms and regulations in the school, and the erosion of moral integrity in the state bureaucracy and the society at large. The crisis in the rural school stops to be a “rural” or educational problem in nature, but mirrors the societal-wide transformation in political economy as well as in ideology in the current reform China. The sheer complexity of the moral crisis in this ethnography calls for renewed efforts to identify and investigate the educational problems in rural China from fresh theoretical perspectives that situate rural education in broader historical and social contexts and processes.

Author: MaryAnn Gentile
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 264

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Author: Ron Asṭor
Publisher:
ISBN: 0190663049
Category : Education
Languages : en
Pages : 313

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"This book outlines a novel unifying model that brings together these previously distinct literatures. We present an ecological model of school violence, bullying and safety in evolving contexts, to integrate all we have learned in the last decade, and suggest ways to move forward"--

Author: Thomas Stacy Doyal
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 264

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Researchers have determined that many factors, including school climate, may be contributing to the lack of academic achievement of many of our students. In an effort to better understand this issue, this study tested for possible relationships between the school climate of multiple schools in Palm Beach County, Florida, and their students' academic achievement. Separate analyses were done at the elementary, middle, and high school levels. For the purpose of this study, academic achievement (criterion variable) was measure by the Florida Comprehensive Assessment Test, Math and Reading sections. School climate (predictor variable) was measured by the school district's yearly climate survey. In order to test the study's hypotheses, a linear multiple regression model using SPSS software was run to measure for any relationship between the criterion and predictor variables at the elementary, middle, and high school levels. The relationships of individual predictors with the criterion were tested with correlations and the model including all seven predictors was tested with multiple regressions.

Author: Adam Voight
Publisher:
ISBN:
Category :
Languages : en
Pages : 29

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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.