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Student achievement in lower SES high schools
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Tramaglini, Thomas W.. Student achievement in lower SES high schools. Retrieved from https://doi.org/doi:10.7282/T3JH3M0T

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TitleStudent achievement in lower SES high schools
NameTramaglini, Thomas W. (author); Bliss, James R (chair); Mayer, Matthew J (internal member); Tienken, Christopher H (outside member); Rutgers University; Graduate School of Education
Date Created2010
Other Date2010-10 (degree)
SubjectEducational Administration and Supervision, Academic achievement--New Jersey, Academic achievement--Testing, Curriculum planning--New Jersey, High school students--Economic conditions, High school students--Social conditions, United States.No Child Left Behind Act of 2001
Extentxi, 182 p. : ill.
DescriptionThe No Child Left Behind Act of 2001 legally mandated that all public school students in grades 3-8 and once in high school attain proficiency in language arts and
mathematics by 2014. While student achievement has increased in elementary and middle schools, little progress has been made at the high school level (USDOE, 2010). Specifically, trends in the nation’s report card show that scores in language arts and
mathematics for 17 year olds have remained nearly unchanged for over thirty –five years. With a growing sense of urgency to meet AYP goals, school leaders, especially those working in lower SES environments need practical strategies for increasing student
achievement based on sound methodological research. One perspective on student achievement suggests that proximal variables (close to the learner) influence student achievement (Wang, Haertal, & Walberg, 1993). The purpose of this study was to
investigate four proximal variables of interest (curriculum quality, non-curricular schoollevel
variables that influence instruction, facility quality, and school safety) that school leaders might manipulate which may positively influence high school student
achievement. Four research questions were developed to examine the relationships between curriculum quality, non-curricular school-level variables that influence instruction, facility quality, and school safety and high school student achievement in language arts literacy and mathematics. A fifth exploratory question was created to possibly find if a predictive model for achievement could be developed based on the predictability or the variables of interest. The unit of analysis was the high school. Seventy-one school
leaders with direct knowledge of the high school provided survey data on curriculum quality and facility quality. The researcher developed measures of average high-school student achievement, school-level instructional quality characteristics, and school safety
from three archived databases. Multiple regression procedures were applied to identify relationships between the predictor variables and student achievement. Curriculum quality strongly predicted high school achievement. Other significant predictors of student achievement included the percentage of highly qualified teachers, and quality of the proximal learning environment as a facilities measure. A minimal
relationship was found between the variables associated with school safety and student
achievement. Deeper analysis suggested possible validity issues within the self-reported New Jersey school safety data. Implications of the findings are discussed.
NoteEd.D.
NoteIncludes bibliographical references
Noteby Thomas W. Tramaglini
Genretheses, ETD doctoral
Persistent URLhttps://doi.org/doi:10.7282/T3JH3M0T
Languageeng
CollectionGraduate School of Education Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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