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dc.contributor.advisorPiveral, Joyceeng
dc.contributor.authorCollins, Kyle A., 1967-eng
dc.coverage.spatialMissourieng
dc.date.issued2010eng
dc.date.submitted2010 Falleng
dc.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on March 4, 2011).eng
dc.descriptionThe entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file.eng
dc.descriptionDissertation advisor: Dr. Joyce Piveral.eng
dc.descriptionVita.eng
dc.descriptionEd. D. University of Missouri--Columbia 2010.eng
dc.description.abstractThe problem under study was the lack of information regarding how student, teacher, and parent responses to the school climate portion of the Missouri School Improvement Program (MSIP) Advanced Questionnaire (AQ) are related to Missouri public high school student performance on the ACT. The population group was every Missouri public high school undergoing an MSIP accreditation review in 2004-2005. The study was conducted by comparing each school's parent, teacher, and student responses to the MSIP climate portion of the AQ to the percentage of student ACT scores at or above the national average for that school. Additionally, a step-wise linear regression was conducted to determine which, if any group's responses were more closely related to ACT scores and which, if any of the AQ questions were more closely related to student performance on the ACT. The study demonstrated that parent responses were most closely related to student ACT scores at or above the national average and a predictive model could be created based on parent perceptions of school climate. The information revealed valuable data for k-12 educators and policy makers regarding the importance of parent perceptions of school climate in relationship to student performance on the ACT.eng
dc.description.bibrefIncludes bibliographical referenceseng
dc.format.extentviii, 153 pageseng
dc.identifier.oclc705374783eng
dc.identifier.urihttps://doi.org/10.32469/10355/10266eng
dc.identifier.urihttps://hdl.handle.net/10355/10266
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcollectionUniversity of Missouri--Columbia. Graduate School. Theses and Dissertations.eng
dc.rightsOpenAccess.eng
dc.rights.licenseThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
dc.subject.lcshMissouri School Improvement Programeng
dc.subject.lcshACT Assessmenteng
dc.subject.lcshAcademic achievementeng
dc.subject.lcshEducational tests and measurementseng
dc.subject.lcshHigh school studentseng
dc.titleThe relationship and differences between parent, student, and teacher responses to the Missouri School Improvement Program cycle three advanced questionnaire climate items and student ACT performanceeng
dc.typeThesiseng
thesis.degree.disciplineEducational leadership and policy analysis (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.nameEd. D.eng


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