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dc.contributor.advisorBakken, Lindaen_US
dc.contributor.authorHumphries, Jessica Lynn
dc.date.accessioned2008-09-28
dc.date.available2008-09-28
dc.date.copyright2007en
dc.date.issued2007-12
dc.identifier.othert07092
dc.identifier.urihttp://hdl.handle.net/10057/1538
dc.descriptionThesis (M.Ed.)--Wichita State University, College of Education, Dept. of Counseling, Educational Psychology, and School Psychologyen
dc.description"December 2007."en
dc.description.abstractThis 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.extentvii, 41 leaves, ill.en
dc.format.extent249750 bytes
dc.format.mimetypeapplication/pdf
dc.language.isoen_USen
dc.publisherWichita State Universityen
dc.subject.lcshElectronic dissertationsen
dc.titleStudent outcomes: Examining school effectiveness in Kansas using multiple indicators of performanceen
dc.typeThesisen


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