The Predictive Value of Educational Productivity Input Variables on the Academic Success of Moderate to Large Texas High Schools.

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The purpose of this study was to determine the predictive value of selected input variables on the accountability rating of Texas high schools with student populations greater than or equal to 900. Specifically, this study analyzed the effect of student, staff and fiscal input variables in determining the odds of a high school in this study receiving a Low Performing, an Academically Acceptable, or a Recognized rating in the Texas public education accountability system - a system which is based in student performance on state standardized testing. Identifying a set of variables that helps predict campus accountability ratings provides campus ... continued below

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Waldrip, Michael R. December 2008.

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This dissertation is part of the collection entitled: UNT Theses and Dissertations and was provided by UNT Libraries to Digital Library, a digital repository hosted by the UNT Libraries. It has been viewed 385 times . More information about this dissertation can be viewed below.

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  • Waldrip, Michael R.

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Description

The purpose of this study was to determine the predictive value of selected input variables on the accountability rating of Texas high schools with student populations greater than or equal to 900. Specifically, this study analyzed the effect of student, staff and fiscal input variables in determining the odds of a high school in this study receiving a Low Performing, an Academically Acceptable, or a Recognized rating in the Texas public education accountability system - a system which is based in student performance on state standardized testing. Identifying a set of variables that helps predict campus accountability ratings provides campus administrators and teachers with information to improve student performance on standardized testing. Using statistical methods to determine the odds of campus ratings based on selected input variables, this study revealed that successful student remediation in mathematics is the most consistent, positive indicator of campus accountability rating out of 60 student, staff and fiscal inputs analyzed. However, the most telling aspect of this study is that inputs such as, teacher experience, teacher campus tenure, teacher degree level, student SAT performance, Advanced Placement testing performance and the percentage of low socioeconomic students were not statistically significant. The wider implications of these findings warrant further research into why these variables seem to have no affect on campus accountability rating.

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  • December 2008

Added to The UNT Digital Library

  • Sept. 9, 2009, 2:31 p.m.

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  • Jan. 14, 2014, 4:43 p.m.

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Waldrip, Michael R. The Predictive Value of Educational Productivity Input Variables on the Academic Success of Moderate to Large Texas High Schools., dissertation, December 2008; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc9725/: accessed January 22, 2018), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .