Ayp building level accountability profiles: Missouri public schools 2004-2005

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Ayp building level accountability profiles: Missouri public schools 2004-2005

Please use this identifier to cite or link to this item: http://hdl.handle.net/10355/4384

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dc.contributor.advisor Messner, Phillip E. (Phillip Eugene), 1941- en
dc.contributor.author Stenger, Linda S., 1946- en_US
dc.coverage.spatial Missouri
dc.date.accessioned 2010-01-12T17:06:11Z
dc.date.available 2010-01-12T17:06:11Z
dc.date.issued 2006 en_US
dc.date.submitted 2006 Fall en
dc.identifier.other StengerL-112806-D5559 en_US
dc.identifier.uri http://hdl.handle.net/10355/4384
dc.description The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. en_US
dc.description Title from title screen of research.pdf file (viewed on August 8, 2007) en_US
dc.description Vita. en_US
dc.description Includes bibliographical references. en_US
dc.description Thesis (Ed. D.) University of Missouri-Columbia 2006. en_US
dc.description Dissertations, Academic -- University of Missouri--Columbia -- Educational leadership and policy analysis. en_US
dc.description.abstract The purpose of this study was to provide data to identify Missouri Public School Building variables that impact adequate yearly progress (AYP) status. Data were collected from Missouri DESE for the 2004-2005 school year. The study design used descriptive statistics, ANOVA, and discriminate analysis (DA) to provide school personnel with information about factors that discriminate between school buildings that made AYP and those that did not. School building variables including school size, class size, student teacher ratio, attendance rate, dropout rate, and discipline reports were found to make significant differences in both the ANOVA and the DA. Student variables including free/reduced lunch, white, Black, Asian, Hispanic, Indian and level not determined in both CA and math were not found to discriminate between schools that made AYP and those that did not. Interestingly, all of the student variables except Hispanic were found to be significantly different using the ANOVA. Results of this study show that school building variables do make a difference in student achievement and that school personnel need to work with all students to improve achievement in this era of accountability for public schools. School districts have control over school building variables and need to find ways to either make schools smaller or seem smaller, make classes smaller, increase attendance, lower the dropout rate and lower the number of discipline reports. en_US
dc.language.iso en_US en_US
dc.publisher University of Missouri--Columbia en_US
dc.relation.ispartof 2006 Freely available dissertations (MU) en_US
dc.subject adequate yearly progress. en_US
dc.subject adequate yearly progress en_US
dc.subject.lcsh Academic achievement en_US
dc.subject.lcsh School buildings en_US
dc.subject.lcsh Educational accountability en_US
dc.subject.lcsh Educational evaluation en_US
dc.title Ayp building level accountability profiles: Missouri public schools 2004-2005 en_US
dc.type Thesis en_US
thesis.degree.discipline Educational leadership and policy analysis en_US
thesis.degree.grantor University of Missouri--Columbia en_US
thesis.degree.name Ed. D. en_US
thesis.degree.level Doctoral en_US
dc.identifier.merlin .b5927881x en_US
dc.identifier.oclc 163570074 en_US
dc.relation.ispartofcommunity University of Missouri-Columbia. Graduate School. Theses and Dissertations. Dissertations. 2006 Dissertations


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