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A comparison study of poverty studen...

Kehrer, Brian L.

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A comparison study of poverty students' ISTEP+ growth model scores based on schools' socioeconomic status levels.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A comparison study of poverty students' ISTEP+ growth model scores based on schools' socioeconomic status levels./
Author:	Kehrer, Brian L.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	155 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-02(E), Section: A.
Contained By:	Dissertation Abstracts International78-02A(E).
Subject:	Educational evaluation. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10144195
ISBN:	9781339993577

A comparison study of poverty students' ISTEP+ growth model scores based on schools' socioeconomic status levels.
Kehrer, Brian L.

A comparison study of poverty students' ISTEP+ growth model scores based on schools' socioeconomic status levels. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 155 p.

Source: Dissertation Abstracts International, Volume: 78-02(E), Section: A.

Thesis (Ph.D.)--Indiana State University, 2016.

The purpose of this quantitative study was to determine if there is a significant difference in the English/language arts and mathematics 2014 ISTEP+ median growth model scores between students of poverty based on their school's socioeconomic status (SES) level. The study examined if student enrollment size, percentage of minority students, and special education student percentage serve as predictors of the school's ISTEP+ growth model score within different poverty levels. The study used Indiana public schools that contained students in Grades 4 through 8 who qualified for free and reduced lunches (FRL). The levels of SES were based on the school's FRL rate percentage and used three different levels: affluent (0-39.9%), moderate-poverty (40.0-60.0%), and high-poverty (60.1-100%). The results of this study showed only moderate-poverty middle schools were significantly different than high-poverty middle schools in the area of mathematics when looking between different levels of SES in elementary and middle schools. Special education student percentage was a significant predictor of ISTEP+ median growth model scores for ELA and mathematics in high-poverty elementary schools and ELA in affluent middle schools. In all three levels, special education percentage decreased the corresponding ISTEP+ growth model scores. Minority student percentage had a mixed effect on ISTEP+ median growth model scores. Mathematics scores increased in moderate-poverty elementary and affluent middle schools and decreased the ELA scores in high-poverty elementary schools and mathematics scores in moderate-poverty middle schools.

ISBN: 9781339993577Subjects--Topical Terms:

526425
Educational evaluation.

A comparison study of poverty students' ISTEP+ growth model scores based on schools' socioeconomic status levels.
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