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dc.contributor.advisorMessner, Phillip E. (Phillip Eugene), 1941-en
dc.contributor.authorStenger, Linda S., 1946-en_US
dc.coverage.spatialMissouri
dc.date.issued2006en_US
dc.date.submitted2006 Fallen
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.en_US
dc.descriptionTitle from title screen of research.pdf file (viewed on August 8, 2007)en_US
dc.descriptionVita.en_US
dc.descriptionIncludes bibliographical references.en_US
dc.descriptionThesis (Ed. D.) University of Missouri-Columbia 2006.en_US
dc.descriptionDissertations, Academic -- University of Missouri--Columbia -- Educational leadership and policy analysis.en_US
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.en_US
dc.identifier.merlin.b5927881xen_US
dc.identifier.oclc163570074en_US
dc.identifier.otherStengerL-112806-D5559en_US
dc.identifier.urihttp://hdl.handle.net/10355/4384
dc.publisherUniversity of Missouri--Columbiaen_US
dc.relation.ispartof2006 Freely available dissertations (MU)en_US
dc.relation.ispartofcommunityUniversity of Missouri-Columbia. Graduate School. Theses and Dissertations. Dissertations. 2006 Dissertations
dc.subjectadequate yearly progress.en_US
dc.subjectadequate yearly progressen_US
dc.subject.lcshAcademic achievementen_US
dc.subject.lcshSchool buildingsen_US
dc.subject.lcshEducational accountabilityen_US
dc.subject.lcshEducational evaluationen_US
dc.titleAyp building level accountability profiles: Missouri public schools 2004-2005en_US
dc.typeThesisen_US
thesis.degree.disciplineEducational leadership and policy analysisen_US
thesis.degree.grantorUniversity of Missouri--Columbiaen_US
thesis.degree.levelDoctoralen_US
thesis.degree.nameEd. D.en_US


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