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Academic achievement: The relationsh...

Robinson, Denise L.

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Academic achievement: The relationship between school climate and achievement in a rural district.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Academic achievement: The relationship between school climate and achievement in a rural district./
Author:	Robinson, Denise L.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	113 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-11(E), Section: A.
Contained By:	Dissertation Abstracts International78-11A(E).
Subject:	Social sciences education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10287081
ISBN:	9780355048681

Academic achievement: The relationship between school climate and achievement in a rural district.
Robinson, Denise L.

Academic achievement: The relationship between school climate and achievement in a rural district. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 113 p.

Source: Dissertation Abstracts International, Volume: 78-11(E), Section: A.

Thesis (Ph.D.)--Capella University, 2017.

The academic achievement of the United States has been an ongoing problem in school districts across the United States; evidenced by the constant changes made to the education system within the past five years. According to social learning theory and school climate theory, two of the most used theories in education research to explain school achievement; school climate factors play an integral role in students' school performance. Little research is known about whether and how school climate impact academic outcomes of students in rural school districts because most research is limited to urban or inner city school districts. The purpose of this quantitative study was to examine the relationship between the study variables (school climate, teacher and school demographics, and the Florida Comprehensive Achievement Test (FCAT) scores) on academic achievement in a rural school district in Florida. Secondary data was used from the California School Climate Survey (CSCS) to measure the perceptions of school climate. Teacher demographics (certification, years of teaching, degree held) and school demographics (discipline, attendance, and number of students) was used to determine if these variables significantly affected academic achievement. Multiple regressions were conducted to analyze the data, and the results showed that the three variables were statistically significant predictors of academic achievement. However, getting a higher level degree was not a statistically significant predictor of academic achievement. Therefore, because of the emphasis on having highly qualified effective teachers to increase academic achievement, further research should investigate factors that contribute to highly qualified effective teachers and academic achievement in rural school districts on a larger scale.

ISBN: 9780355048681Subjects--Topical Terms:

2144735
Social sciences education.

Academic achievement: The relationship between school climate and achievement in a rural district.
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520 $a The academic achievement of the United States has been an ongoing problem in school districts across the United States; evidenced by the constant changes made to the education system within the past five years. According to social learning theory and school climate theory, two of the most used theories in education research to explain school achievement; school climate factors play an integral role in students' school performance. Little research is known about whether and how school climate impact academic outcomes of students in rural school districts because most research is limited to urban or inner city school districts. The purpose of this quantitative study was to examine the relationship between the study variables (school climate, teacher and school demographics, and the Florida Comprehensive Achievement Test (FCAT) scores) on academic achievement in a rural school district in Florida. Secondary data was used from the California School Climate Survey (CSCS) to measure the perceptions of school climate. Teacher demographics (certification, years of teaching, degree held) and school demographics (discipline, attendance, and number of students) was used to determine if these variables significantly affected academic achievement. Multiple regressions were conducted to analyze the data, and the results showed that the three variables were statistically significant predictors of academic achievement. However, getting a higher level degree was not a statistically significant predictor of academic achievement. Therefore, because of the emphasis on having highly qualified effective teachers to increase academic achievement, further research should investigate factors that contribute to highly qualified effective teachers and academic achievement in rural school districts on a larger scale.
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