› › School Size And Its Effect On School Climate And Academic Achievement In Rural South Georgia High Schools

School Size and Its Effect on School Climate and Academic Achievement in Rural South Georgia High Schools

Author : James Benjamin Lawhorn

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Page : 73 pages

File Size : 36,62 MB

Release : 2009

Category : Electronic dissertations

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Author's abstract: While leaders in rural South Georgia have continued to debate the notion of school size as it applies to high schools, limited research was available to support staying small or continued growth through consolidation. In this study, schools from rural South Georgia were examined in order to collect data that could provide communities with the resources available to either advocate for large or small rural high schools. Moreover, it could also provide the rationalization necessary for some larger schools to split. The purpose was to establish the relationship between school size and academic achievement, and the relationship was between school size and school climate. For the study, a quantitative ex post facto research design was used to determine what, if any relationships existed between academic achievement, school climate, and school size. All data regarding academic achievement, school size, and socioeconomic status were matters of public record and were collected through various online sources. In order to establish school climate, high school teachers in three of the prescribed schools examined were asked to complete a survey. In this study, the academic achievement means of the last three testing administrations of the mathematics Georgia High School Graduation Test (GHSGT) were compared between three groups of 40 high schools whereby each school was assigned to a particular group as a result of that school's enrollment. Moreover, these means were adjusted using wealth as an established covariate for each of the examined schools. Significant mean differences and adjusted mean differences were found between small schools and medium schools. Additionally, significant mean differences and adjusted mean differences were found between small schools and large schools. School climate was examined in one small school, one medium school, and one large school through the administration of a survey. Of the schools examined, small schools demonstrated the highest school climate followed by medium then large schools respectively.



The Relationship Between School Climate and Student Achievement at the Middle School Level in Georgia

Author : Curtis Brett Wallace

Publisher :

Page : 90 pages

File Size : 17,1 MB

Release : 2020

Category : Academic achievement

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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).



Research in Education

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Page : 974 pages

File Size : 35,86 MB

Release : 1974

Category : Education

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School Size and Its Relationship to Student Outcomes and School Climate

Author : Kenneth R. Stevenson

Publisher :

Page : 8 pages

File Size : 50,37 MB

Release : 2006

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ISBN :

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The author reviews eight school size studies performed by doctoral students and graduate faculty at the University of South Carolina. These studies examine the relationship of South Carolina school size to academic achievement and to costs per student at all grade span groupings, including elementary, middle, and high school. The studies are categorized by grade span covered, and their methodology and findings summarized. Results of the studies are varied and sometimes contradictory, and additional issues arise such as poverty, differing results in grade spans, cost versus outcomes, middle and elementary school climate factors, and variance of the South Carolina findings from those in other states. Smaller middle schools appeared to produce better student outcomes, and where larger elementary and high schools appear to perform better, there is evidence that results vary dramatically depending on the children served.





A Causal-comparative Study

Author : Rebekah Price

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Page : 0 pages

File Size : 27,2 MB

Release : 2022

Category : Academic achievement

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Academic achievement is the goal of education. Motivating students to meet achievement levels requires observing trends, analyzing data, and adjusting instruction, curriculum and pedagogy practices. People in every political arena and on every educational level are trying to contribute in making sure that achievement goals are met. From the teacher in the classroom to the politician in Washington D.C., ideas are constantly being thought up, laws are being passed, programs are being implemented and standards are being adapted, changed, or written. This study aimed to look at the academic achievement in high school math, particularly Algebra 1, and whether or not school climate or school type had an effect on the achievement. This study added to the existing body of literature and helped drive national, state, and local policies concerning school choice and academic achievement. The study was a non-experimental design that analyzed the data from End of Course scores in Algebra 1, school climate ratings, and school type. Seventy traditional public high schools and seventy public charter high schools in the state of Georgia were chosen for the sample. School climate ratings and end of Course scores are public information that was gathered from archived data on the Georgia Department of Education website. The data was analyzed using a two-way ANOVA. There was a statistically significant difference in the Algebra 1 EOC scores based on school climate ratings. However, there was not a statistically significant difference in Algebra 1 EOC scores based on school type or the interaction of school climate rating and school type. Future studies should consider including demographics, type of instruction and rigor of instruction.