The Relationship Between Student Perceptions of Classroom Climate and TVAAS Student Achievement Scores in Title I Schools
The purpose of this quantitative correlational study was to examine the relationship between student perceptions of classroom climate and student growth in high-poverty schools. More specifically, this study analyzed the relationship between Tripod Student Perception Survey classroom favorability ra...
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| Format: | Others |
| Language: | English |
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Digital Commons @ East Tennessee State University
2015
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| Online Access: | https://dc.etsu.edu/etd/2486 https://dc.etsu.edu/cgi/viewcontent.cgi?article=3866&context=etd |
| Summary: | The purpose of this quantitative correlational study was to examine the relationship between student perceptions of classroom climate and student growth in high-poverty schools. More specifically, this study analyzed the relationship between Tripod Student Perception Survey classroom favorability ratings and Tennessee Value-Added Assessment System (TVAAS) gain scores for students in grades 3 through 8 in a medium-sized school district in Northeast Tennessee during the 2012-2013 academic year. The data were gathered from approximately 1,500 fourth and fifth grade students from 6 elementary schools and 2 K-8 schools as well as approximately 1,300 sixth, seventh, and eighth grade students from 3 middle schools and 2 K-8 schools.
The analysis of data found statistically significant relationships between student perceptions of caring and reading TVAAS gain scores among students in grades 4 and 5, student perceptions of conferring and math TVAAS gain scores among students in grades 4 and 5, as well as student perceptions of captivating and math TVAAS gain scores among students in grades 4 through 8. The study did not reveal statistically significant relationships between student perceptions of challenging, clarifying, consolidating, or controlling and reading or math TVAAS gain scores. |
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