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

Do dollars matter beyond demographic...

Saven, Jessica Lynn.

Linked to FindBook

Google Book

Amazon

博客來

Do dollars matter beyond demographics? District contributions to reading and mathematics growth for students with disabilities.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Do dollars matter beyond demographics? District contributions to reading and mathematics growth for students with disabilities./
Author:	Saven, Jessica Lynn.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
Description:	116 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.
Contained By:	Dissertation Abstracts International76-11A(E).
Subject:	Educational tests & measurements. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3717466
ISBN:	9781321969535

Do dollars matter beyond demographics? District contributions to reading and mathematics growth for students with disabilities.
Saven, Jessica Lynn.

Do dollars matter beyond demographics? District contributions to reading and mathematics growth for students with disabilities. - Ann Arbor : ProQuest Dissertations & Theses, 2015 - 116 p.

Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.

Thesis (Ph.D.)--University of Oregon, 2015.

Growth modeling in education has focused on student characteristics in multilevel growth accountability models and has rarely included financial variables. In this dissertation, relations of several demographic and financial characteristics of Oregon school districts to the reading and mathematics growth of students receiving special education services in Grades 3-8 were explored after accounting for student level demographic characteristics. Previous research indicated that three variables were potentially related to student growth: district level aggregated student demographics, district geography (e.g., location in a remote area), and district funding. Three sources of data were used to investigate these relationships: institutional data reported by the Oregon Department of Education, the Common Core of Data gathered by the National Center for Education Statistics, and Oregon Assessment of Knowledge and Skills test data collected as part of the National Center on Assessment and Accountability in Special Education.

ISBN: 9781321969535Subjects--Topical Terms:

3168483
Educational tests & measurements.

Do dollars matter beyond demographics? District contributions to reading and mathematics growth for students with disabilities.
LDR:02521nmm a2200325 4500 001 2128394
005 20180105074640.5
008 180830s2015 ||||||||||||||||| ||eng d
020 $a 9781321969535
035 $a (MiAaPQ)AAI3717466
035 $a AAI3717466
040 $a MiAaPQ $c MiAaPQ
100 1 $a Saven, Jessica Lynn. $3 3290571
245 1 0 $a Do dollars matter beyond demographics? District contributions to reading and mathematics growth for students with disabilities.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2015
300 $a 116 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.
500 $a Adviser: Gerald Tindal.
502 $a Thesis (Ph.D.)--University of Oregon, 2015.
520 $a Growth modeling in education has focused on student characteristics in multilevel growth accountability models and has rarely included financial variables. In this dissertation, relations of several demographic and financial characteristics of Oregon school districts to the reading and mathematics growth of students receiving special education services in Grades 3-8 were explored after accounting for student level demographic characteristics. Previous research indicated that three variables were potentially related to student growth: district level aggregated student demographics, district geography (e.g., location in a remote area), and district funding. Three sources of data were used to investigate these relationships: institutional data reported by the Oregon Department of Education, the Common Core of Data gathered by the National Center for Education Statistics, and Oregon Assessment of Knowledge and Skills test data collected as part of the National Center on Assessment and Accountability in Special Education.
520 $a Multi-level models of student growth across Grades 3-8 were constructed for reading and mathematics, with time (level-1) nested within students (level-2) and districts (level-3). Results demonstrated that although student-level demographic factors account for the majority of meaningful differences in student growth, both district demographic characteristics and financial investment in students were related to growth for students who received special education services.
590 $a School code: 0171.
650 4 $a Educational tests & measurements. $3 3168483
650 4 $a Special education. $3 516693
650 4 $a Education policy. $3 2191387
650 4 $a Education finance. $3 3172165
690 $a 0288
690 $a 0529
690 $a 0458
690 $a 0277
710 2 $a University of Oregon. $b Educational Methodology, Policy, and Leadership. $3 3177039
773 0 $t Dissertation Abstracts International $g 76-11A(E).
790 $a 0171
791 $a Ph.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3717466