The Relationships Among Building Level School/Non-School Factors and Value-Added Scores in Ohio

The Relationships Among Building Level School/Non-School Factors and Value-Added Scores in Ohio

Bibliographic Details
Main Author: Franco, Myra Suzanne
Language:English
Published: University of Cincinnati / OhioLINK 2006
Subjects:
value-added
growth scores
status and growth
teacher attendance
teacher training
Online Access:http://rave.ohiolink.edu/etdc/view?acc_num=ucin1147977961
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spelling ndltd-OhioLink-oai-etd.ohiolink.edu-ucin11479779612021-08-03T06:11:11Z The Relationships Among Building Level School/Non-School Factors and Value-Added Scores in Ohio Franco, Myra Suzanne value-added growth scores status and growth teacher attendance teacher training An ex post facto research design controlling for alternative hypotheses is the framework for this exploratory analysis of the relationships among school/non school factors and grade level/content value-added scores in Ohio. Building level, non school, student data such as socio-economic status, ethnicity, mobility, attendance and gender were matched with grade level/content value added scores in Ohio. School level data such as numbers of teachers, teacher experience and training were also matched with grade level/content value-added scores in Ohio. Initial analysis included scatterplots, boxplots, and correlations. The absolute value of the correlation r values hovered around 0.15. Boxplots revealed a reduction in range of value-added scores as the grade levels increase; also, AYP status does not represent value-added scores. As a result of the correlation studies, seven factors were used in a general linear modeling analysis. The seven factors were: %Free and Reduced Lunch (FRL), %Black, Teacher attendance rate, %Teachers with a Masters, Teacher experience, Teacher experience squared and %Teachers fully certified. Of these, %FRL and teacher attendance have consistent relationships with grade level/content value added scores in Ohio. The effect size of the various models and factors were generally classified as small. The conclusions are that there are relationships among building level school/non school factors and grade level/content value-added scores in Ohio. Student socio-economic status, teacher training and teacher attendance have a significant relationship with grade level/content value-added scores, although the effect size is small. 2006-07-18 English text University of Cincinnati / OhioLINK http://rave.ohiolink.edu/etdc/view?acc_num=ucin1147977961 http://rave.ohiolink.edu/etdc/view?acc_num=ucin1147977961 unrestricted This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws.
collection NDLTD
language English
sources NDLTD
topic value-added
growth scores
status and growth
teacher attendance
teacher training
spellingShingle value-added
growth scores
status and growth
teacher attendance
teacher training
Franco, Myra Suzanne
The Relationships Among Building Level School/Non-School Factors and Value-Added Scores in Ohio
author Franco, Myra Suzanne
author_facet Franco, Myra Suzanne
author_sort Franco, Myra Suzanne
title The Relationships Among Building Level School/Non-School Factors and Value-Added Scores in Ohio
title_short The Relationships Among Building Level School/Non-School Factors and Value-Added Scores in Ohio
title_full The Relationships Among Building Level School/Non-School Factors and Value-Added Scores in Ohio
title_fullStr The Relationships Among Building Level School/Non-School Factors and Value-Added Scores in Ohio
title_full_unstemmed The Relationships Among Building Level School/Non-School Factors and Value-Added Scores in Ohio
title_sort relationships among building level school/non-school factors and value-added scores in ohio
publisher University of Cincinnati / OhioLINK
publishDate 2006
url http://rave.ohiolink.edu/etdc/view?acc_num=ucin1147977961
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AT francomyrasuzanne relationshipsamongbuildinglevelschoolnonschoolfactorsandvalueaddedscoresinohio
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