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ERIC Number: ED570053
Record Type: Non-Journal
Publication Date: 2016
Pages: 116
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3397-7528-9
ISSN: N/A
The Effects of School Climate on Student Achievement in Lower and Higher Performing Public and Charter Elementary Schools in Tennessee
Brown, Aszure Emond
ProQuest LLC, Ed.D. Dissertation, Union University
An increase in the number of charter schools that exist has occurred due, in part, to expectations that are aimed toward producing better results through student achievement, as compared to traditional public schools. An abundance of professional literature has supported the concept that school climate is important in the effort to improve student achievement. The focus of this study was to determine if there was a statistically significant difference between the school climate in lower and higher performing public and charter elementary schools in Tennessee. The specific research questions were: (a) Is there a statistically significant difference between the school climate as perceived by West, Central, and East Tennessee teachers in lower performing elementary charter schools as compared with West, Central, and East Tennessee teachers in higher performing elementary charter schools? (b) Is there a statistically significant difference between the school climate as perceived by West, Central, and East Tennessee teachers in lower performing elementary public schools as compared with West, Central, and East Tennessee teachers in higher performing elementary public schools? and (c) Is there a statistically significant difference between the school climate as perceived by West, Central, and East Tennessee teachers in lower performing charter and public elementary schools as compared with West, Central, and East Tennessee teachers in higher performing charter and public elementary schools? Data utilized in this study were collected from a public Web site containing surveys completed by teachers in West, Central, and East Tennessee Title I elementary public and charter school districts. The surveys measured teachers' perceptions about their school teaching conditions. The data used to measure student achievement were collected from standardized test scores posted on a public Web site. The schools were categorized by reading language arts (RLA), elementary schools only, and proficient/ advanced 2012-2013 school years. The analysis of the data was quantitative and utilized an independent t test for Research Questions 1 and 2, and a two-way ANOVA to answer research question 3. There was not a statistically significant difference in teachers' perceptions of their school climate in lower and higher performing elementary charter and public schools. [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: Tennessee