ERIC Number: ED157913
Record Type: RIE
Publication Date: 1974
Reference Count: 0
The Relationship Between Student Achievement and Accreditation Variables Associated with the Student's School.
Saterfiel, Thomas H.
The relationships between school accreditation variables, socioeconomic status, and student achievement were investigated from standardized reading and mathematics achievement test scores in 38 eighth grade and 74 fifth grade schools. The percentage of children eating a free lunch at school was used to indicate socioeconomic background. School accreditation variables included the number of library books per student, total expenditure per student, number of teacher aides and support staff members per student, number of students per full-time teacher, average level of certification for teachers, expenditiures for instructional supplies per student, expenditures for libraries per student, level of state certification, Southern Association of Colleges and Schools accreditation, number of square feet of classroom space per student, and the average number of pupils in a grade. Canonical correlation and multiple regression analysis revealed that the socioeconomic status of students had a major impact on the variance in reading and mathematics achievement, and that traditional school accreditation practices were associated with a difference in mathematics achievement, and to a lesser degree in reading. When socioeconomic status was not considered, the accreditation variables which accounted for variance in achievement test scores were student-teacher ratio, level of teacher certification, and expenditure for library books per student. (Author/JAC)
Descriptors: Academic Achievement, Academic Standards, Accountability, Accreditation (Institutions), Achievement Tests, Elementary Education, Elementary School Mathematics, Elementary Schools, Evaluation Criteria, Grade 5, Grade 8, Institutional Characteristics, Public Schools, Reading Achievement, Socioeconomic Influences
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A