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THE TRIFECTA OF EXAMINING PERFORMANCE OF OHIO PUBLIC HIGH SCHOOLS: STUDENTS, TEACHERS AND SCHOOL PREPAREDNESS

Francis, Kula Akiia
http://rave.ohiolink.edu/etdc/view?acc_num=akron1177526119

Abstract Details

2007, Doctor of Philosophy, University of Akron, Urban Studies and Public Affairs.
At all levels of government, it is of the utmost importance that the state of the education system is in tact. In as much as a great deal of energy is being spent on education and the improvement of schools, there remains major problem in a number of areas. An analysis of today’s schools illustrate that many students are dropping out of school. Of the students who stay in school, many are either skipping classes or failing to score a minimum pass on standardized exams. American schools show that there is a substantial education gap between specific groups of students. This education gap separates Whites students from minority students and privileged students from underprivileged students. As a potential solution to the education gap problem, the No Child Left Behind Act was passed. The full title, to close the achievement gap with accountability, flexibility and choice, so that no child is left behind seeks to close the achievement gap between high and low performing students. Using the concept of accountability, this research study explored factors which affect school performance (as measured by performance index) in public high schools in the state of Ohio. Utilizing stepwise multiple regression analysis, 462 public high schools were included in the testing of three models: (1.) socio-economic model; (2.) teacher functioning and preparedness model; (3) school preparedness model. The results indicated that all three models were significant. The findings proved to be in line with current literature on education performance. For example, it was indicated that schools with increased numbers of students receiving free or reduced lunch had reduced school performance. Schools with small enrollments have higher school performance than schools with large enrollments in Ohio public high schools. Schools with more fully certified teachers have higher school performance. Lastly, schools with increased graduation and attendance rates have increased school performance. Policy implications and future recommendations are also discussed in this paper.
Raymond Cox III (Advisor)
Education Performance; School Preparedness; Teacher Preparedness

Recommended Citations

Citations

  • Francis, K. A. (2007). THE TRIFECTA OF EXAMINING PERFORMANCE OF OHIO PUBLIC HIGH SCHOOLS: STUDENTS, TEACHERS AND SCHOOL PREPAREDNESS [Doctoral dissertation, University of Akron]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=akron1177526119

    APA Style (7th edition)

  • Francis, Kula. THE TRIFECTA OF EXAMINING PERFORMANCE OF OHIO PUBLIC HIGH SCHOOLS: STUDENTS, TEACHERS AND SCHOOL PREPAREDNESS. 2007. University of Akron, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=akron1177526119.

    MLA Style (8th edition)

  • Francis, Kula. "THE TRIFECTA OF EXAMINING PERFORMANCE OF OHIO PUBLIC HIGH SCHOOLS: STUDENTS, TEACHERS AND SCHOOL PREPAREDNESS." Doctoral dissertation, University of Akron, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=akron1177526119

    Chicago Manual of Style (17th edition)

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© 2007, all rights reserved.
This open access ETD is published by University of Akron and OhioLINK.