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Relationships Among Student Demographics and Community and School Context Factors and Value-Added Gain Scores in Ohio

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2013, Doctor of Education, Ashland University, College of Education.
This study used multiple linear regressions to test the assertion that school level value-added gain scores are not affected by student demographics and school and community context factors using fourth and eighth grade Ohio value-added gain scores in reading and mathematics. The study also compared the effects of these factors on Ohio's other accountability measures. Further, the study tested the effects of family and school capital on value-added gain scores and Ohio's other accountability measures. The study found that these factors had statistically significant effects that explained less than ten percent of the variance in value-added gain scores and more than 50 percent of the variance in Ohio's other accountability measures. The implications of these findings are discussed.
Carla Edlefson, PhD (Committee Chair)
Robert Rogers, PhD (Committee Member)
Howard Walters, EdD (Committee Member)
206 p.

Recommended Citations

Citations

  • Selvage, T. A. (2013). Relationships Among Student Demographics and Community and School Context Factors and Value-Added Gain Scores in Ohio [Doctoral dissertation, Ashland University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1366920520

    APA Style (7th edition)

  • Selvage, Thomas. Relationships Among Student Demographics and Community and School Context Factors and Value-Added Gain Scores in Ohio. 2013. Ashland University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ashland1366920520.

    MLA Style (8th edition)

  • Selvage, Thomas. "Relationships Among Student Demographics and Community and School Context Factors and Value-Added Gain Scores in Ohio." Doctoral dissertation, Ashland University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1366920520

    Chicago Manual of Style (17th edition)