NotesFAQContact Us
Search Tips
Back to results
ERIC Number: ED577390
Record Type: Non-Journal
Publication Date: 2017
Pages: 216
Abstractor: As Provided
ISBN: 978-0-3550-6729-3
White and African American Elementary Aged Student Perspectives of School Climate and the Relationship to Academic Achievement
Spoor, Jeremy
ProQuest LLC, Ed.D. Dissertation, University of Missouri - Saint Louis
The achievement gap between White and African American students on the Missouri Assessment Program (MAP) is an educational phenomenon that has been around for generations and yet to be fully understood or eliminated. This study investigated the difference in school climate perceptions between African American and Caucasian (sic) elementary school students on a district climate survey and the possible connections to the achievement gap on the MAP tests. The 2015-2016 student perceived school climate survey data from a mid-sized Midwestern urban school district was disaggregated and analyzed to identify specific differences in perception of school climate among the study groups. MAP test data was retrieved from school records for all third, fourth and fifth grade students enrolled in the district for 2015-16 academic year. The MAP data indicated that there is an achievement gap between White elementary students and AA elementary students within this school district that serves 6000 plus students, K-12. Statistical measures were then used to identify possible correlations between student climate perceptions and MAP test results for White and African American students. The data sets were compiled and both descriptive statistics and correlation tests were used to analyze the results and identify the relationships between group climate survey answers and group MAP test results. Results indicated that there were not statically relevant relationships between student performance on the MAP test and negative and positive responses on a school climate survey. The slight variances observed between racial groups on certain questions lead to recommendations for school climate improvement and pointed to recommendations for further study. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Missouri