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ERIC Number: ED557103
Record Type: Non-Journal
Publication Date: 2013
Pages: 92
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3212-7326-7
ISSN: N/A
School and Teacher Characteristics in Relationship to the Academic Performance of Elementary Schools in South Carolina
Ray, Rhonda D.
ProQuest LLC, Ed.D. Dissertation, South Carolina State University
This correlation research study examined school and teacher characteristics in relationship to the academic performance of students in elementary schools in South Carolina. The school characteristics examined in this study were school size, poverty, minority level, and student teacher ratio. The teacher characteristics examined in this study were teacher attendance, professional development, continuing contract, teachers returning from the previous year, advanced degree, highly qualified (classes not taught), and average teacher salary. Based on the review of literature, Lee and Loeb (2000) were lead researchers regarding school characteristics and academic performance of public elementary schools. Winters (2011) was a lead researcher regarding teacher characteristics and academic performance of public elementary schools. The correlational research study examined all of the public elementary schools in South Carolina. A total of 616 public elementary schools were examined regarding selected school and teacher characteristics. The data for this study were obtained from the South Carolina Annual State Report Card. The report cards contained the school and teacher characteristics as well as the academic performance of the public elementary schools. This study examined the magnitude of the relationships between selected school and teacher characteristics. Eleven hypotheses were examined in this correlational study. All four hypotheses for school characteristics (ie., school size, poverty, minority level, and student teacher ratio) were significant at least at the p<0.05 level of significance or lower across the Palmetto Assessment of State Standards subtests for ELA, mathematics, science, and social studies. For teacher characteristics (ie. teacher attendance, professional development, continuing contract, teachers returning from previous year, advanced degree, highly qualified (classes not taught), and average salary) seven hypotheses were examined. Six of those seven hypotheses were significant at the p<0.05 level of significance or lower across the same four subtests of the Palmetto Assessment of State Standards Examination. The relationship between professional development and academic performance was not significant at the p<0.05 of significance for any of the four subjects. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Carolina