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dc.contributor.advisorMessner, Phillip E. (Phillip Eugene), 1941-eng
dc.contributor.authorStenger, Linda S., 1946-eng
dc.coverage.spatialMissourieng
dc.date.issued2006eng
dc.date.submitted2006 Falleng
dc.descriptionThe 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.eng
dc.descriptionTitle from title screen of research.pdf file (viewed on August 8, 2007)eng
dc.descriptionVita.eng
dc.descriptionIncludes bibliographical references.eng
dc.descriptionThesis (Ed. D.) University of Missouri-Columbia 2006.eng
dc.descriptionDissertations, Academic -- University of Missouri--Columbia -- Educational leadership and policy analysis.eng
dc.description.abstractThe 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.eng
dc.identifier.merlin.b5927881xeng
dc.identifier.oclc163570074eng
dc.identifier.otherStengerL-112806-D5559eng
dc.identifier.urihttp://hdl.handle.net/10355/4384eng
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcollectionUniversity of Missouri--Columbia. Graduate School. Theses and Dissertationseng
dc.subjectadequate yearly progress.eng
dc.subjectadequate yearly progresseng
dc.subject.lcshAcademic achievementeng
dc.subject.lcshSchool buildingseng
dc.subject.lcshEducational accountabilityeng
dc.subject.lcshEducational evaluationeng
dc.titleAyp building level accountability profiles: Missouri public schools 2004-2005eng
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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