東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Predictors of reading and math acade...

Yetsko, April Christine.

Linked to FindBook

Google Book

Amazon

博客來

Predictors of reading and math academic success in Pennsylvania charter schools.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Predictors of reading and math academic success in Pennsylvania charter schools./
Author:	Yetsko, April Christine.
Description:	118 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-04, Section: A, page: 1179.
Contained By:	Dissertation Abstracts International71-04A.
Subject:	Education, Mathematics. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3405787
ISBN:	9781109720174

Predictors of reading and math academic success in Pennsylvania charter schools.
Yetsko, April Christine.

Predictors of reading and math academic success in Pennsylvania charter schools. - 118 p.

Source: Dissertation Abstracts International, Volume: 71-04, Section: A, page: 1179.

Thesis (Ed.D.)--Regent University, 2010.

The charter school movement, established to implement innovative educational methods that improve student outcomes (Nathan, 1996), necessitates further research on successful charter schools. Using a multivariate prediction design, this quantitative study sought to address the relationship between charter school success and demographic and structural variables by asking, Is there a relationship between reading academic success or math academic success and ethnicity, special education status, socioeconomic level, school size, student-teacher ratio, academic hours, certified teachers, per pupil subsidy, and years in operation? Backward elimination of ex post facto data from the Pennsylvania Department of Education website produced models with socioeconomic level and special education status (R2 adj = 0.42) showing the best model of fit accounting for 42% of the variance in reading academic success and socioeconomic level, special education status, and certified teachers (R2 adj = 0.28) accounting for 28% of the variance in math academic success. Notably, child poverty (socioeconomic level) was an indicator of both reading and math success and school funding (per pupil subsidy) was an indicator of math success in Pennsylvania's charter schools, which echoes success patterns in traditional public schools. This study revealed that the achievement gap does not seem to be remedied by Pennsylvania charter schools. The implications of the study revealed charter schools are highly influenced by demographic variables; these schools need to battle inequity and break the ties between demographics to student academic results.

ISBN: 9781109720174Subjects--Topical Terms:

1017588
Education, Mathematics.

Predictors of reading and math academic success in Pennsylvania charter schools.
LDR:02584nam 2200313 4500 001 1390758
005 20101022135929.5
008 130515s2010 ||||||||||||||||| ||eng d
020 $a 9781109720174
035 $a (UMI)AAI3405787
035 $a AAI3405787
040 $a UMI $c UMI
100 1 $a Yetsko, April Christine. $3 1669072
245 1 0 $a Predictors of reading and math academic success in Pennsylvania charter schools.
300 $a 118 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-04, Section: A, page: 1179.
500 $a Adviser: Linda Grooms.
502 $a Thesis (Ed.D.)--Regent University, 2010.
520 $a The charter school movement, established to implement innovative educational methods that improve student outcomes (Nathan, 1996), necessitates further research on successful charter schools. Using a multivariate prediction design, this quantitative study sought to address the relationship between charter school success and demographic and structural variables by asking, Is there a relationship between reading academic success or math academic success and ethnicity, special education status, socioeconomic level, school size, student-teacher ratio, academic hours, certified teachers, per pupil subsidy, and years in operation? Backward elimination of ex post facto data from the Pennsylvania Department of Education website produced models with socioeconomic level and special education status (R2 adj = 0.42) showing the best model of fit accounting for 42% of the variance in reading academic success and socioeconomic level, special education status, and certified teachers (R2 adj = 0.28) accounting for 28% of the variance in math academic success. Notably, child poverty (socioeconomic level) was an indicator of both reading and math success and school funding (per pupil subsidy) was an indicator of math success in Pennsylvania's charter schools, which echoes success patterns in traditional public schools. This study revealed that the achievement gap does not seem to be remedied by Pennsylvania charter schools. The implications of the study revealed charter schools are highly influenced by demographic variables; these schools need to battle inequity and break the ties between demographics to student academic results.
590 $a School code: 1058.
650 4 $a Education, Mathematics. $3 1017588
650 4 $a Education, Instructional Design. $3 1669073
650 4 $a Education, Leadership. $3 1035576
650 4 $a Education, Reading. $3 1017790
650 4 $a Education, Curriculum and Instruction. $3 576301
690 $a 0280
690 $a 0447
690 $a 0449
690 $a 0535
690 $a 0727
710 2 $a Regent University. $3 1019258
773 0 $t Dissertation Abstracts International $g 71-04A.
790 1 0 $a Grooms, Linda, $e advisor
790 $a 1058
791 $a Ed.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3405787