An Analysis of How Student Transience is Related to Achievement Test Scores in a Northeast Tennessee Elementary School.

• Main Author: Bowen, Dixie Chapman
• Format: Others
• Published: Digital Commons @ East Tennessee State University 2005
• Subjects: transfer students; transience; mobility; Academic achievement; Education; Educational Administration and Supervision; Elementary and Middle and Secondary Education Administration
• Online Access: https://dc.etsu.edu/etd/1021; https://dc.etsu.edu/cgi/viewcontent.cgi?article=2178&context=etd

Few data exist that specifically examine the relationship between student transiency and achievement test scores. No concrete data exist on any of the Bristol, Tennessee, City Schools that specifically examine the relationship between student transience and achievement test scores. Few studies use quantitative measures to investigate the relationship of transiency on achievement. This study is significant because the researcher used data collected through quantitative methods to examine the impact of transience on one school. This dissertation addressed the question, “How is achievement related to transiency?” Additional questions included: “How do nontransient first through sixth graders perform on the Terra Nova Achievement Test?” and “How do transient first through sixth graders students perform on the same test?” Conducted by a district employee in the participating school district, this study was quantitative and interpretive. The data included test results for three years: 2001, 2002, and 2003. With very few exceptions, the overall scores of nontransient students in this study were higher than that of transient students. The mean between transient and nontransient students was not enough to be statistically significant.