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The Relationship Between Academic Growth Percentiles And Student Perceptions Of School Climate Among Sixth Grade Students
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Book Synopsis The Relationship Between Academic Growth Percentiles and Student Perceptions of School Climate Among Sixth Grade Students by : Charles Heath Burch
Download or read book The Relationship Between Academic Growth Percentiles and Student Perceptions of School Climate Among Sixth Grade Students written by Charles Heath Burch and published by . This book was released on 2020 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt: This quantitative, correlational design seeks to determine if students’ academic growth during the sixth-grade transition can be predicted by school climate and school climate dimensions. The results of the study will allow leaders to provide targeted support in the areas of school climate that have the greatest impact. The study consists of 150 middle schools in the state of Georgia. The Georgia Student Health Survey was used to determine sixth-grade student perceptions of the school's climate. The Georgia Department of Education determined student academic growth through the Georgia Student Growth Model in the area of language arts at each middle school. Results indicated that there was a statistically significant predictive relationship between student perceptions of school climate and students’ academic growth during the sixth-grade transition year. Moreover, there is a statistically significant predictive relationship between the combination of the six dimensions of school climate and students’ academic growth. However, the study found no individual dimension of school climate significantly predict students’ academic growth during sixth-grade.
Book Synopsis How Are Middle School Climate and Academic Performance Related Across Schools and Over Time? by : Adam Voight
Download or read book How Are Middle School Climate and Academic Performance Related Across Schools and Over Time? written by Adam Voight and published by . This book was released on 2017 with total page 29 pages. Available in PDF, EPUB and Kindle. Book excerpt: A growing number of educators concur that, in order to improve student academic performance, schools need to focus not only on students' academic needs but also on their social, emotional, and material needs (Piscatelli & Lee, 2011). As a result, school climate--the social, emotional, and physical characteristics of a school community (Cohen, McCabe, Michelli, & Pickeral, 2009)--is gaining more attention as a lever to improve student academic performance. Most studies on the relationship between school climate and academic performance assert that a more positive school climate promotes higher academic performance. But evidence of a relationship between the two is weak. These studies generally are based on data collected at a single point in time and compare academic performance across schools with different school climates. They show that academic performance is higher in schools with a more positive school climate at single points in time. However, little evidence exists that changes in school climate over time are associated with changes in academic performance. This study used grade 7 student data from the California Healthy Kids Survey and administrative data for approximately 1,000 middle schools in California for 2004/05-2010/11 to measure students' perceptions about six domains of school climate. Schools with a positive school climate were those in which students reported high levels of safety/connectedness, caring relationships with adults, and meaningful student participation and low rates of substance use at school, bullying/discrimination, and student delinquency. School-level academic performance was measured using grade 7 California Standards Test scores in English language arts and math. The study team examined the relationship between school climate and academic performance across schools to determine whether in a given year California middle schools with a more positive school climate had higher academic performance. The study team also sought to determine how academic performance for a given school improved as school climate improved by examining how changes in school climate over two-year intervals were related to changes in average academic performance. Key findings include: (1) Schools with a more positive student-reported school climate had higher academic performance in English language arts and math; (2) Changes in a school's student-reported school climate over time were associated with changes in academic performance at that school; and (3) The changes in academic performance within a school that were associated with changes in student-reported school climate over time were substantially smaller than the differences in academic performance across schools with different school climate values in a given year. For example, in a given year schools at the 50th percentile on school climate were at the 48th percentile on math performance, on average, while schools at the 60th percentile on school climate were at the 51st percentile on math performance. This finding suggests that an improvement of 10 percentile points in school climate would be associated with an average 3 percentile point increase in academic performance. However, when followed over time, schools with a 10 percentile point increase in student perceptions of school climate averaged a less than 1 percentile point increase in academic performance. The following are appended: (1) School climate domains measured on the California Healthy Kids Survey, grade 7 students; (2) Data and methodology; and (3) Cross-sectional and longitudinal associations between school climate and academic performance in percentile point and standard deviation metrics.
Book Synopsis The Correlation Between Student Perceptions of School Climate and Positive Student Outcomes by : Dan Vandiver
Download or read book The Correlation Between Student Perceptions of School Climate and Positive Student Outcomes written by Dan Vandiver and published by . This book was released on 2005 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis An Examination of the Relationship Between School Climate, Self-Determined Academic Motivation, and Academic Outcomes Among Middle and High School Students by : Daniel T. Volk
Download or read book An Examination of the Relationship Between School Climate, Self-Determined Academic Motivation, and Academic Outcomes Among Middle and High School Students written by Daniel T. Volk and published by . This book was released on 2020 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to explore connections among student perceptions of specific school climate-factors, self-determined academic motivation, and academic outcomes in a sample of middle and high school students (sixth through eleventh grade). Structural equation modeling techniques were used to identify meaningful grade specific associations within a sample of 2,463 students. The school climate factors of perceived teacher support, peer support, and school bullying emerged as the most salient school climate-based predictors of academic motivation factors. Perceived teacher support positively predicted academic competence and relatedness, whereas school bullying negatively predicted relatedness. Student academic competence, in turn, was found to negatively predict amotivation and to positively predict of GPA, after controlling for previous standardized test scores. Results were found to be consistent across grades. The implications of these findings in regards to school stakeholder practices and future research directions within the school climate and academic motivation literature bases are discussed.
Book Synopsis The Relationship Between Student Perceptions of School Climate Domains and Academic Achievement in Rural Schools by : Robbie W. Mason
Download or read book The Relationship Between Student Perceptions of School Climate Domains and Academic Achievement in Rural Schools written by Robbie W. Mason and published by . This book was released on 2021 with total page 108 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine how accurately student achievement in reading could be predicted by student perceptions of certain school climate domains (student support, disciplinary structure, academic expectations, student engagement, and the prevalence of teasing and bullying). Research demonstrated a predictive relationship between school climate domains and student academic achievement. This study applied a quantitative, correlational design to determine the predictive ability of school climate domains on student achievement in reading in rural schools. Rural school outcomes were measured by student responses for each climate domain on the 2018 Virginia School Climate Survey while academic achievement in reading was measured by school pass rates on the 2018 Virginia reading end-of-course standards-of-learning assessment. All 102 rural Virginia high schools were included in this study. Results indicated that while a weak association existed between student perceptions of school climate domains and student achievement in rural schools, a linear combination of student perceptions of school climate domains was not significantly predictive of student achievement in rural schools.
Book Synopsis The Relationships Between Sixth Grade Students' Perceptions of Selected School Factors and Their Academic Achievement in Selected Fayette County, Kentucky Elementary Schools by : Michael L. Wells
Download or read book The Relationships Between Sixth Grade Students' Perceptions of Selected School Factors and Their Academic Achievement in Selected Fayette County, Kentucky Elementary Schools written by Michael L. Wells and published by . This book was released on 1988 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Student Perceptions of School Climate by : Windy M. Clark
Download or read book Student Perceptions of School Climate written by Windy M. Clark and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Students spend an average of 10,000 hours in classrooms by the time they reach middle school; they represent a valuable source of school climate data. Students' perceptions of the school and classroom climate give an insider's reflection of the actual climate that an outside observer would not capture. Rather than analyzing school and classroom climate as an aggregated totality, the purpose of this study was to disaggregate the data to examine the effects of gender, grade level, and subject area on climate perceptions at an intermediate school. The study addressed the following questions: (a) Do students' perceptions of school and classroom climate significantly vary with gender? (b) Do students' perceptions of school and classroom climate significantly vary with grade level? (c) Do students' perceptions of school and classroom climate significantly vary with subject area (math, reading, and science)? Climate data from the student survey were disaggregated to evaluate the effects of multiple independent variables on multiple dependent variables using a multivariate analysis of variance (MANOVA), Tests of Between-Subjects Effects, and Tukey's HSD. The data revealed that the three independent variables (gender, grade level, and subject area) have significant effects on the five dependent variables (climate themes: Prevention, Caring, Cooperation, Organization, and Community). The Tests of Between-Subjects Effects indicated statistically significant effects for gender within the Prevention Theme; grade level within the Caring Theme; and subject area within the Prevention, Caring, and Organization Themes. This study embarks on promising research that explores school and classroom climate disaggregated by gender, grade level (fifth-sixth grade), and subject area (math, reading, and science).
Book Synopsis Longitudinal Effects of School Climate on Middle-school Students' Academic, Social-emotional and Behavioral Outcomes by : Jennifer L. Engelland-Schultz
Download or read book Longitudinal Effects of School Climate on Middle-school Students' Academic, Social-emotional and Behavioral Outcomes written by Jennifer L. Engelland-Schultz and published by . This book was released on 2015 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt: Millions of youth are at risk for low academic achievement, school dropout, risky behavior, bullying, and mental health concerns, especially those living in rural areas. Protective factors can reduce the likelihood of children and adolescents experiencing these negative outcomes. Research shows that positive school climate is a powerful protective factor for youth. The present study investigated the longitudinal relations between middle school students' school climate perceptions and their academic, social-emotional, and behavioral development over two years. Specifically, 510 students in grades 5-9 from six rural schools rated their support and influence at school as well as their internalizing problems, personal adjustment, and risky behavior. Students' academic performance was progress monitored using reading and math curriculum-based measures. Data were examined using Hierarchical Linear Modeling (HLM). Results revealed significant relations between students' perceived school climate and their social-emotional, behavioral, and mathematics outcomes over time. Further, school climate was a predictor of students' future involvement in risky behavior. There was a slight negative trend in students' perceived school climate as well as increases in their social-emotional problems and risky behavior, which suggests the need to implement evidence-based school climate improvement strategies aligned to students' developmental levels. Findings indicate the importance of incorporating school climate assessment and improvement strategies in school practices and policies to enhance student outcomes and school contexts. Limitations and future directions for research are discussed based on results from the present study and the school climate literature. Overall, school climate significantly influences outcomes for youth.
Download or read book Research in Education written by and published by . This book was released on 1974 with total page 1262 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Study of the Relationship Between Sixth Grade Students' Perceptions of the Classroom Climate and Progress in Reading by : Mary Lynne Kinsler Slonaker
Download or read book A Study of the Relationship Between Sixth Grade Students' Perceptions of the Classroom Climate and Progress in Reading written by Mary Lynne Kinsler Slonaker and published by . This book was released on 1979 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Demographic-related School Climate and Educational Expectations by : Celeste Cleo Fernandez
Download or read book Demographic-related School Climate and Educational Expectations written by Celeste Cleo Fernandez and published by . This book was released on 2020 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students’ expectations for their own educational attainment are strongly associated with actual educational attainment (Beal & Crockett, 2010), and thus, understanding factors that may be associated with students’ educational expectations can aid in increasing educational attainment among youth. One factor that may impact students’ educational expectations is their school’s climate. Dimensions of school climate such as student-teacher relationships and their impacts on academics have been extensively studied (Thapa et al., 2013); however, given the increasing diversity of the U.S. population (National Center for Education Statistics, 2019), demographic-related aspects of school climate (such as school misfit for under-represented demographic groups and interracial climate) are crucial to consider because these reflect a school’s respect or devaluation of demographically underrepresented students. Feeling devalued in school, in turn, may lead students to feel discouraged from engaging in academic preparation, resulting in lower educational expectations. Therefore, demographic-related school climate may be indirectly related to educational expectations through academic preparation. There were three aims in the proposed study. The first aim was to examine the longitudinal associations between various dimensions of school climate and educational expectations using regression analyses. Second, I assessed whether academic preparation mediated the relationship between school climate and educational expectations by using path analysis in a structural equation modeling (SEM) framework and testing indirect effects. The third aim was to assess whether the central pathways of interest varied by students’ race and SES using multiple group analysis in an SEM framework. Results from the current study indicate that none of the measured dimensions of school climate (i.e., global perceptions of student-school misfit, subjective social status, interracial climate, student-teacher relationships) were significantly associated with students’ educational expectations nor does academic preparation mediate the relationship between school climate and educational expectations. However, results do find main effects for the link between school climate and academic preparation, such that more positive student-teacher relationships, better interracial climate, and higher global perceptions of student misfit are related to higher levels of high school and college planning. In addition, multiple group analysis revealed that student-teacher relationships have a stronger association with college educational planning for Latinx compared to White students. Multiple group analysis by students’ SES generated errors that could not be resolved, and thus these results are not presented. The current study brings awareness to the struggles marginalized students face in school and how the school context can shape students’ academic preparation behaviors
Book Synopsis The Impact of School Climate on Student Achievement in an Affluent Maryland Suburb by : Genee A. Varlack
Download or read book The Impact of School Climate on Student Achievement in an Affluent Maryland Suburb written by Genee A. Varlack and published by . This book was released on 2008 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this research study was to examine the comparative differences that exist in Title I and non-Title I schools as it pertains to student achievement levels and school climate perceptions. The study sought to examine the differences in achievement levels, as measured by students' MSA scores and school climate measures in Title I and non-Title I schools. Survey research methodology was used to identify school climate. The school environment survey was administered to students in the 20 elementary schools in grades three and five. The survey measured 5 dimensions of climate: welcoming environment; physical environment; discipline; nurturing learning environment; and diversity and commonality. In a setting where the median household income is above {dollar}90,000, where resources are abundant in the schools, and where 90% of the students who graduate continue with their education, the findings of this research showed support for the following conclusions. Despite the affluence in this school system: (1) There is a difference in the academic achievement of students, as measured by the state criterion-referenced reading and/or math sections of the MSA test in Title I elementary schools in comparison to non-Title I elementary schools, (2) There is a difference in the academic achievement of students, as measured by a state criterion-referenced reading and/or math sections of the MSA test based on gender, (3) There is a difference in the academic achievement of students, as measured by a state criterion-referenced reading and/or math sections of the MSA test based on ethnicity, (4) There are differences in the perceptions of school climate among students in Title I elementary schools versus non-Title elementary schools, (5) There are differences in the perceptions of school climate among students based on gender, and (6) There are differences in the perceptions of school climate among students based on ethnicity. -- Abstract.
Book Synopsis A School Environment Study of Selected Student Characteristics and Perceptions about School Climate by : Michael James Meissen
Download or read book A School Environment Study of Selected Student Characteristics and Perceptions about School Climate written by Michael James Meissen and published by . This book was released on 1990 with total page 444 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Changing School Learning Climate and Student Achievement by : Douglas Vaughan Hathaway
Download or read book Changing School Learning Climate and Student Achievement written by Douglas Vaughan Hathaway and published by . This book was released on 1980 with total page 564 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Parent Perceptions of School Climate and Its Impact on Their Child's School Performance by : Danielle Malinowski
Download or read book Parent Perceptions of School Climate and Its Impact on Their Child's School Performance written by Danielle Malinowski and published by . This book was released on 2006 with total page 88 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This study compared the relationship of student and parent perceptions of school climate to the student's academic performance and school problem behaviors (disciplinary referrals, unexcused absences, and tardiness. A sample of students (n=531), grades 7-12, completed the School Climate Survey (Haynes et al., 1996). Additional information was obtained regarding each student's academic performance and school problem behaviors. A randomly selected sample of parents were sent the School Climate Survey, Parent Edition and were asked to voluntarily return them (n=45). Correlation results found no significant relationship between parent and student perceptions of school climate. A significant relationship was found between Parent Involvement and academic performance and also between Achievement Motivation and academic performance and school problem behaviors. The Multiple Regression analyses that were conducted indicated that Parent Involvement, disciplinary referrals, and tardiness best predicted their child's academic performance"--Abstract.
Book Synopsis The Relationship Between School Climate and Student Achievement at the Middle School Level in Georgia by : Curtis Brett Wallace
Download or read book The Relationship Between School Climate and Student Achievement at the Middle School Level in Georgia written by Curtis Brett Wallace and published by . This book was released on 2020 with total page 90 pages. Available in PDF, EPUB and Kindle. Book excerpt: School leaders from all over our nation are under scrutiny and pressure to raise their students’ academic achievement. Good standards-based classroom teaching, supportive teachers, administrators, and parents, and a motivated student all make for a high achieving student. But what is the relationship of the school’s climate to the achievement level? Does the student’s socioeconomic status affect academic achievement? This study collected data from 431 traditional public middle schools in the state of Georgia serving students in Grade 6 through Grade 8 exclusively during the 2017-18 school year. A stepwise multiple regression was used to examine the relationships in both research questions. The stepwise process allowed for the researcher to increase accuracy of results by prioritizing predicting variables of Free/Reduced rate, Climate score, and Administrator Attendance entered by correlation rate with the outcome variables of Mathematics Mean Scale Score and English/Language Arts Mean Scale Score. The purpose of this study is to examine the relationship of school climate and student achievement at the middle school level in Georgia. A quantitative predictive research design was used to measure the relationship between the variables. A multiple regression analysis in this study will provide information for school principals as to the significance of the relationship and of the climate of the school on student achievement. The results of the study will be a valuable resource for Georgia school leaders who must respond to the demands for increased student achievement while attracting and retaining teachers. If school climate has a significant impact on student achievement, then Georgia school leaders may develop plans to improve school climate (Fuller, Young, & Baker, 2010) and simultaneously create and sustain high-quality teams in response to increasing teacher vacancies and decreasing teacher applicants as reported by the Georgia Department of Education (Owens, 2015).
Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 352 pages. Available in PDF, EPUB and Kindle. Book excerpt:
