The Relationship Between School Division Climate and Student Achievement of School Divisions in the Commonwealth of Virginia
Researchers and reformers have suggested that school climate is an important aspect of effective schools (Hoy & Hannum, 1997, p. 290). Literature also suggests that effective schools have a positive school climate (Chrispeels, 1990). The purpose of this study is to determine if the climate of s...
Main Author: | |
---|---|
Other Authors: | |
Format: | Others |
Published: |
Virginia Tech
2014
|
Subjects: | |
Online Access: | http://hdl.handle.net/10919/27267 http://scholar.lib.vt.edu/theses/available/etd-04252005-093016/ |
id |
ndltd-VTETD-oai-vtechworks.lib.vt.edu-10919-27267 |
---|---|
record_format |
oai_dc |
spelling |
ndltd-VTETD-oai-vtechworks.lib.vt.edu-10919-272672020-09-26T05:34:20Z The Relationship Between School Division Climate and Student Achievement of School Divisions in the Commonwealth of Virginia Smith, James Joseph Educational Leadership and Policy Studies Salmon, Richard G. Smith, John Rogers, Catherine S. Fortune, Jimmie C. Twiford, Travis W. Accreditation Class-size. Student Achievement Socioeconomic Status and School Climate Researchers and reformers have suggested that school climate is an important aspect of effective schools (Hoy & Hannum, 1997, p. 290). Literature also suggests that effective schools have a positive school climate (Chrispeels, 1990). The purpose of this study is to determine if the climate of schools affects the student achievement in school divisions in the Commonwealth of Virginia. The construct study conducted herein relies exclusively upon data collected by the Virginia Department of Education (VDOE) and reported in the Discipline, Crime and Violence Incidents annual report (DCVI), the Free and Reduced Lunch report, and the Truancy report to form a climate index (CI). A Hierarchical Cluster analysis was used to determine relationships between school division climate, as measured by the CI, and student achievement, as measured by the Virginia Standards of Learning (SOL) Tests, in school divisions in the Commonwealth of Virginia. Based on the CI, there is a relationship between school division climate and student achievement in English/reading, mathematics, history/social science, and science in the Commonwealth of Virginia. Moreover, incidents of disorderly conduct combined with the number of students who receive free and reduced lunch are the best predictors of student achievement. Ed. D. 2014-03-14T20:10:47Z 2014-03-14T20:10:47Z 2005-04-20 2005-04-25 2006-04-27 2005-04-27 Dissertation etd-04252005-093016 http://hdl.handle.net/10919/27267 http://scholar.lib.vt.edu/theses/available/etd-04252005-093016/ SchoolDivisionClimate.pdf In Copyright http://rightsstatements.org/vocab/InC/1.0/ application/pdf Virginia Tech |
collection |
NDLTD |
format |
Others
|
sources |
NDLTD |
topic |
Accreditation Class-size. Student Achievement Socioeconomic Status and School Climate |
spellingShingle |
Accreditation Class-size. Student Achievement Socioeconomic Status and School Climate Smith, James Joseph The Relationship Between School Division Climate and Student Achievement of School Divisions in the Commonwealth of Virginia |
description |
Researchers and reformers have suggested that school climate is an important aspect of effective schools (Hoy & Hannum, 1997, p. 290). Literature also suggests that effective schools have a positive school climate (Chrispeels, 1990). The purpose of this study is to determine if the climate of schools affects the student achievement in school divisions in the Commonwealth of Virginia.
The construct study conducted herein relies exclusively upon data collected by the Virginia Department of Education (VDOE) and reported in the Discipline, Crime and Violence Incidents annual report (DCVI), the Free and Reduced Lunch report, and the Truancy report to form a climate index (CI). A Hierarchical Cluster analysis was used to determine relationships between school division climate, as measured by the CI, and student achievement, as measured by the Virginia Standards of Learning (SOL) Tests, in school divisions in the Commonwealth of Virginia.
Based on the CI, there is a relationship between school division climate and student achievement in English/reading, mathematics, history/social science, and science in the Commonwealth of Virginia. Moreover, incidents of disorderly conduct combined with the number of students who receive free and reduced lunch are the best predictors of student achievement. === Ed. D. |
author2 |
Educational Leadership and Policy Studies |
author_facet |
Educational Leadership and Policy Studies Smith, James Joseph |
author |
Smith, James Joseph |
author_sort |
Smith, James Joseph |
title |
The Relationship Between School Division Climate and Student Achievement of School Divisions in the Commonwealth of Virginia |
title_short |
The Relationship Between School Division Climate and Student Achievement of School Divisions in the Commonwealth of Virginia |
title_full |
The Relationship Between School Division Climate and Student Achievement of School Divisions in the Commonwealth of Virginia |
title_fullStr |
The Relationship Between School Division Climate and Student Achievement of School Divisions in the Commonwealth of Virginia |
title_full_unstemmed |
The Relationship Between School Division Climate and Student Achievement of School Divisions in the Commonwealth of Virginia |
title_sort |
relationship between school division climate and student achievement of school divisions in the commonwealth of virginia |
publisher |
Virginia Tech |
publishDate |
2014 |
url |
http://hdl.handle.net/10919/27267 http://scholar.lib.vt.edu/theses/available/etd-04252005-093016/ |
work_keys_str_mv |
AT smithjamesjoseph therelationshipbetweenschooldivisionclimateandstudentachievementofschooldivisionsinthecommonwealthofvirginia AT smithjamesjoseph relationshipbetweenschooldivisionclimateandstudentachievementofschooldivisionsinthecommonwealthofvirginia |
_version_ |
1719341475915890688 |