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Student outcomes: Examining school effectiveness in Kansas using multiple indicators of performance

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dc.contributor.advisor Bakken, Linda en_US
dc.contributor.author Humphries, Jessica Lynn
dc.date.accessioned 2008-09-28
dc.date.available 2008-09-28
dc.date.copyright 2007 en
dc.date.issued 2007-12
dc.identifier.other t07092
dc.identifier.uri http://hdl.handle.net/10057/1538
dc.description Thesis (M.Ed.)--Wichita State University, College of Education, Dept. of Counseling, Educational Psychology, and School Psychology en
dc.description "December 2007." en
dc.description.abstract This study examined high school effectiveness through the use of multiple indicators of student performance, which was first studied by Rumberger and Palardy (2005). Data on Kansas high schools were taken from the Kansas State Department of Education’s public website. Analyses of variance were conducted to find differences in student achievement and dropout rates among schools based on size and location. Information on student characteristics was also included. Schools which were effective in terms of achievement were also found to be effective in terms of dropout rates. School effectiveness did vary according to school size and location, with small schools and rural schools being the most effective in terms of achievement and dropout rates. The results of this study supported the common view of the schooling process, which holds that all student outcomes are similarly influenced by school characteristics such as size and location. en
dc.format.extent vii, 41 leaves, ill. en
dc.format.extent 249750 bytes
dc.format.mimetype application/pdf
dc.language.iso en_US en
dc.publisher Wichita State University en
dc.subject.lcsh Electronic dissertations en
dc.title Student outcomes: Examining school effectiveness in Kansas using multiple indicators of performance en
dc.type Thesis en

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