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ERIC Number: ED093511
Record Type: Non-Journal
Publication Date: 1974-Jul
Reference Count: N/A
A Study of the Relationship of the Length of Continuous Attendance at a Single School to Reading and Arithmetic Achievement Test Scores.
Gurecki, Karen J.; Wurster, Stanley R.
The study investigated whether a significant relationship existed between the continuous length of time a student spends at one school and reading and arithmetic achievement test scores. The study population consisted of all 6th grade students in a single school located within 25 miles of Phoenix (Arizona) and within 10 miles of an Air Force complex. The literature review, using only studies written after 1959, showed that there was no significant relationship between mobility and achievement. A total of 132 students who were present when the California Achievement Test (CAT) was administered in October 1973 were included in the testing. If a student was present for the testing, but subsequently moved, his scores were still included. A causal-comparison design was used, with continuous length of time as the independent variable and mean grade equivalent achievement test scores as the dependent. Analysis of variance was used to determine if differences existed at the .05 level of significance for 4 CAT subtests: Reading Vocabulary, Reading Comprehension, Mathematics Computation, and Mathematics Concepts and Problems. The study concluded that, since the f-ratios were not sufficient to establish significance at the .05 level, length of continuous attendance did not significantly affect achievement test scores. (KM)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Arizona State Univ., Tempe.
Identifiers - Location: Arizona