Download or read book The Relationship Between School Climate and Student Achievement at the Middle School Level in Georgia written by Curtis Brett Wallace and published by . This book was released on 2020 with total page 90 pages. Available in PDF, EPUB and Kindle. Book excerpt: School leaders from all over our nation are under scrutiny and pressure to raise their students’ academic achievement. Good standards-based classroom teaching, supportive teachers, administrators, and parents, and a motivated student all make for a high achieving student. But what is the relationship of the school’s climate to the achievement level? Does the student’s socioeconomic status affect academic achievement? This study collected data from 431 traditional public middle schools in the state of Georgia serving students in Grade 6 through Grade 8 exclusively during the 2017-18 school year. A stepwise multiple regression was used to examine the relationships in both research questions. The stepwise process allowed for the researcher to increase accuracy of results by prioritizing predicting variables of Free/Reduced rate, Climate score, and Administrator Attendance entered by correlation rate with the outcome variables of Mathematics Mean Scale Score and English/Language Arts Mean Scale Score. The purpose of this study is to examine the relationship of school climate and student achievement at the middle school level in Georgia. A quantitative predictive research design was used to measure the relationship between the variables. A multiple regression analysis in this study will provide information for school principals as to the significance of the relationship and of the climate of the school on student achievement. The results of the study will be a valuable resource for Georgia school leaders who must respond to the demands for increased student achievement while attracting and retaining teachers. If school climate has a significant impact on student achievement, then Georgia school leaders may develop plans to improve school climate (Fuller, Young, & Baker, 2010) and simultaneously create and sustain high-quality teams in response to increasing teacher vacancies and decreasing teacher applicants as reported by the Georgia Department of Education (Owens, 2015).
Download or read book Relationship Between School Climate and Student Achievement in Middle Schools written by Brad Boykin and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: Administrators are charged with making decisions and implementing strategies to improve a school's climate and student achievement. Because school climate and student achievement are interrelated, it would benefit administrators to understand which areas of school climate have the greatest impact on student achievement. The State of Georgia measures school climate and achievement with its school accountability measure, College and Career Ready Performance Index (CCRPI). This study employed a quantitative research design using archival data from CCRPI over two years to examine the relationship between school climate and student achievement. The researcher used Pearson's r correlation and multiple regression analysis to examine the relationship between the two components and the predictive effect of each school climate domain on student achievement for traditionally structured middle schools in the State of Georgia. Findings revealed that all four components of school climate, Survey Score, Discipline Score, Safe and Substance-Free Learning Environment Score, and Attendance Score were all related to student achievement. In addition, the Survey Score and Discipline score had the strongest relationship and was the most significant predictor of student achievement. Findings align with those identified in the literature and provide administrators with essential information to strategically make decisions involving processes and procedures that impact these areas. Future research is needed to determine whether the relationship between school climate and student achievement is similar for elementary, middle, or high schools. In addition, separating the data into rural, suburban, and urban schools and running similar tests may also help administrators specifically in those areas.
Download or read book Components of School Climate and Student Achievement in Georgia Middle Schools written by William P. Bedford and published by . This book was released on 1987 with total page 468 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book School Size and Its Effect on School Climate and Academic Achievement in Rural South Georgia High Schools written by James Benjamin Lawhorn and published by . This book was released on 2009 with total page 73 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: While leaders in rural South Georgia have continued to debate the notion of school size as it applies to high schools, limited research was available to support staying small or continued growth through consolidation. In this study, schools from rural South Georgia were examined in order to collect data that could provide communities with the resources available to either advocate for large or small rural high schools. Moreover, it could also provide the rationalization necessary for some larger schools to split. The purpose was to establish the relationship between school size and academic achievement, and the relationship was between school size and school climate. For the study, a quantitative ex post facto research design was used to determine what, if any relationships existed between academic achievement, school climate, and school size. All data regarding academic achievement, school size, and socioeconomic status were matters of public record and were collected through various online sources. In order to establish school climate, high school teachers in three of the prescribed schools examined were asked to complete a survey. In this study, the academic achievement means of the last three testing administrations of the mathematics Georgia High School Graduation Test (GHSGT) were compared between three groups of 40 high schools whereby each school was assigned to a particular group as a result of that school's enrollment. Moreover, these means were adjusted using wealth as an established covariate for each of the examined schools. Significant mean differences and adjusted mean differences were found between small schools and medium schools. Additionally, significant mean differences and adjusted mean differences were found between small schools and large schools. School climate was examined in one small school, one medium school, and one large school through the administration of a survey. Of the schools examined, small schools demonstrated the highest school climate followed by medium then large schools respectively.
Download or read book The Relationship Between Academic Growth Percentiles and Student Perceptions of School Climate Among Sixth Grade Students written by Charles Heath Burch and published by . This book was released on 2020 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt: This quantitative, correlational design seeks to determine if students’ academic growth during the sixth-grade transition can be predicted by school climate and school climate dimensions. The results of the study will allow leaders to provide targeted support in the areas of school climate that have the greatest impact. The study consists of 150 middle schools in the state of Georgia. The Georgia Student Health Survey was used to determine sixth-grade student perceptions of the school's climate. The Georgia Department of Education determined student academic growth through the Georgia Student Growth Model in the area of language arts at each middle school. Results indicated that there was a statistically significant predictive relationship between student perceptions of school climate and students’ academic growth during the sixth-grade transition year. Moreover, there is a statistically significant predictive relationship between the combination of the six dimensions of school climate and students’ academic growth. However, the study found no individual dimension of school climate significantly predict students’ academic growth during sixth-grade.
Download or read book The Factors Effecting Student Achievement written by Engin Karadağ and published by Springer. This book was released on 2017-05-14 with total page 333 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book focuses on the effect of psychological, social and demographic variables on student achievement and summarizes the current research findings in the field. It addresses the need for inclusive and interpretive studies in the field in order to interpret student achievement literature and suggests new pathways for further studies. Appropriately, a meta-analysis approach is used by the contributors to show the big picture to the researchers by analyzing and combining the findings from different independent studies. In particular, the authors compile various studies examining the relationship between student achievement and 21 psychological, social and demographic variables separately. The philosophy behind this book is to direct future research and practices rather than addressing the limits of current studies.
Download or read book The Psychology of School Climate written by Garry Wade McGiboney and published by Cambridge Scholars Publishing. This book was released on 2016-06-22 with total page 270 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many people have become impatient with school reform and school improvement efforts that fail to include school climate. The importance of a positive school climate is emerging in current research, not only as an essential component of school reform and school improvement, but also as a necessary framework for maintaining excellent schools and providing healthy and safe schools for all students. Research strongly suggests that educators and policy makers have a lot to learn about the importance of school climate for school safety and academic success. With the growing body of research regarding school climate, it is important to study the research and understand how the psychology of school climate and how the elements of school climate can be viewed from a population-based perspective, as well as understanding the impact of school climate on individual students. This review of school climate research includes hundreds of articles and research papers of different perspectives from around the world in numerous cultures. School climate is becoming a science of education and psychology that must be studied further in order to understand the dynamic nature of learning environments, to identify elements that support or threaten the learning environment, and to learn how to improve the conditions for learning in all schools.
Download or read book The Relationship Between School Climate and Student Achievement written by Michele A. Cone and published by . This book was released on 2019 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine if a significant relationship exists between school climate and student achievement. Research shows aspects of school climate impact students, parents, teachers and administrators. Climate is global to the school yet exists as a microclimate in the classroom. The influencers of climate and reaction to climate are intertwined; as one influences the others, a variety of perspectives contribute to the overall picture. This study considers the teacher perspective as an indicator of climate as part of overall organizational health. As one must consider organizational health as a pertinent part of overall school climate, this research study utilized a reduced form of the Purdue Teacher Opinionaire designed by Bentley and Rempel to measure teacher morale (1980). Teachers from two schools within one district voluntarily and anonymously answered questions on ten subtopics reflecting their experiences as a teacher in the school environment. This organizational health inventory provided feedback from participants on 10 factors indicating levels of agreement or disagreement on a four point Likert scale (from 4 = strongly agree to 1= strongly disagree). Teachers were also asked to indicate years of experience on the presurvey question, as this study also considered if factors such as teacher years of experience had any impact on teacher perspective of climate. School climate data and data from the averages of standardized PARCC test scores per school and subject area were analyzed using Bivariate Correlation tests, revealing no significant relationship between school climate and student achievement. Although survey data provided potential consideration for areas of improvement for the district in the study, recommendations by the researcher are for further study in a wider scope to increase generalizability. (ProQuest abstract).
Download or read book Management of a City School written by Arthur Cecil Perry and published by . This book was released on 1914 with total page 370 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Relationship Between School Size and Academic Achievement in Georgia s Public High Schools written by Kathy Joy Gentry and published by . This book was released on 2000 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book How Georgia Suburban Middle School Principals Work with Teachers to Enhance Student Achievement in this Era of Standardized Testing written by Robert C. Minter and published by . This book was released on 2006 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: The purpose of this study was to examine how Georgia middle school principals work with teachers to enhance student achievement in this era of standardized testing. This study became the focus of the researcher's attention because of the increased level of accountability for school systems, schools, and administrators in regard to student achievement. Each school is held accountable for the academic success of students, and the No Child Left Behind Act, which is federal law, requires that each state set high academic standards and implement student testing. However, while conducting a review of literature in the area of standardized testing and student achievement, the researcher felt it was important to examine how principals work with teachers to help students achieve acceptable scores on standardized tests that are consistent with achievement in the classroom. The literature identified the history of standardized testing, the advantages and disadvantages of standardized testing, and defined the current prevalent standards of the No Child Left Behind Act and Criterion-Referenced Competency Test (CRCT). There was a limited amount of information, however, on the strategies middle school principals use to maintain acceptable test scores and how they work with teachers to enhance student achievement. Since schools are graded based on standardized test performance, and administrators are expected to close any achievement gaps and to keep their school off the Needs Improvement List, it became clear that a study on how principals work with teachers to enhance student achievement would be beneficial. It is also important that acceptable standards are maintained without standardizing the curriculum. The following research is significant to administrators, teachers, and parents to help prepare students for standardized tests and academic achievement. The method of data collection included structured interviews with suburban Georgia middle school principals and the development of school portraitures for each respective school. The responses from the structured interviews were reported in narrative form. Findings that emerged from the study were staff development and professional learning helped ensure success, less emphasis should be placed on homework, the CRCT just measures basic competency, reading and differentiated instruction plays a critical role in achievement, and teachers needed time to plan so that students could be appropriately placed. Accountability, investment in teacher knowledge and skill, and assessment that drive curriculum will continue to bring successful standardized testing outcomes and greater student achievement when applied at schools and in school systems nationwide.
Download or read book School Climate Components that Contribute to Adequate Yearly Progress in Elementary Schools written by Angeline Elizabeth Miller and published by . This book was released on 2010 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: The purpose of this qualitative study was to understand the impact of the school climate components of teacher job satisfaction, morale, and efficacy on student achievement. This qualitative study utilized semi-structured interviews of both principals and teachers, reviewed information pertaining to the school district's Southern Association of Colleges and Schools accreditation, and from the School Matters website pertaining to one school that made Adequate Yearly Progress, and one that did not make Adequate Yearly Progress. The sample of eight teachers was selected using a purposive sampling and the accounts of their personal ideas, feelings, beliefs, and perceptions of their feelings of job satisfaction, morale, and efficacy were presented through direct quotes to provide richness in detailing their real world descriptions. The principals at both elementary schools were also interviewed to determine their feelings about the climate within their respective buildings. Teachers at the both schools indicated that their personal feelings did not influence their professional obligations; however, in the school that did not make Adequate Yearly Progress, the teachers indicated that they wanted to be respected by their principal; therefore, in this study, it appears that feelings of job satisfaction can impact a school's potential to make Adequate Yearly Progress. Findings revealed that teacher morale has the potential to impact a school's ability to make Adequate Yearly Progress because in the school that made Adequate Yearly Progress, there was a sense of trust, confidence, and enthusiasm that existed among its teachers, whereas, in the school that did not make Adequate Yearly Progress, this type of atmosphere was not fully operational. Teacher efficacy did not appear to have an impact on a school's potential to make Adequate Yearly Progress because teachers at both schools were confident about their ability to successfully teach their students. School principals and those aspiring to be building level supervisors, may wish to explore the findings of this research to address components of school climate. This information can enable them to foster an environment that is conducive for student learning. Teachers are a valuable asset to the educational profession which includes helping students and building level administrators achieve success.
Download or read book A Case of Year Round Education in Two Georgia Elementary Schools written by Rodney James Backman and published by . This book was released on 2008 with total page 127 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: This researcher looked at two elementary schools using a year round education calendar and provided a descriptive account of their experience. A case study format was used. Quantitative data on standardized test scores, discipline, and attendance were collected. Interviews and focus group sessions were conducted at each site. The overarching research question for this study was: What are the experiences of stakeholders in two Georgia elementary schools that have implemented year round education? A cross site analysis of the major issues showed that both schools agreed on five areas in which the year round education schedule had a positive impact. These areas were: student achievement/motivation, school climate, intercession, stakeholder perceptions/communications, and facility maintenance/cleanliness. Lemonds County Elementary School (pseudonym) also identified discipline as an area positively impacted by the current school calendar. West City Elementary School (pseudonym) listed teacher acquisition/retention as an item positively affected by the current school calendar. The two elementary schools both indicated two issues to be neutral with respect to the schedule. These were: attendance and community/after school activities. The two schools both identified summer break as an area negatively impacted by the YRE schedule. The researcher concluded that year round education is effective in elementary schools that are part of small Georgia school systems, however, it cannot completely overcome the challenges inherent in the educational setting where a vast majority of the students reside in families from the low socioeconomic category. The researcher also found that the keys to successful implementation of this educational delivery option were: to conduct considerable research prior to implementation, to develop a very detailed implementation plan at a very early point in the process, to involve key stakeholders in the implementation process, and to communicate implementation efforts to stakeholders at all phases of the implementation process. The results of this study largely supported earlier research in this area.
Download or read book The Psychology of School Climate 2nd Edition written by Garry W. McGiboney and published by Cambridge Scholars Publishing. This book was released on 2023-01-03 with total page 391 pages. Available in PDF, EPUB and Kindle. Book excerpt: As educators, psychologists, child advocates, researchers, and others that support education for all students will find, a positive school climate is the central element for students feeling connected and engaged at school, which are necessary for positive student outcomes. The Psychology of School Climate (2nd Edition) is an essential compendium of school climate research from around the world. With over 600 references, the book is the most comprehensive study of school climate in print. The book is based on a review, description, and application of research that focuses on identifying basic problems and the effects social determinants have on the lives and outcomes of students and school staff members. At the end of each chapter, there are summaries that highlight important points for discussion and additional research. Most importantly, the book offers the gateway to understanding the nexus of students and school climate and the importance of that bond.
Download or read book A Study of the Relationship Between School Climate and Student Achievement written by Harold Ronald Burks and published by . This book was released on 1984 with total page 620 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Relationship of School Climate and Student Learning to Teacher Attitudes Toward the Georgia Teacher Evaluation Program written by Patricia Culpepper and published by . This book was released on 1992 with total page 324 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book An Examination of the Relationship Between Georgia s School Climate Star Rating and Student Performance in Reading and Math on the Criterion referenced Competency Test written by Smith Timothy S. and published by . This book was released on 2015 with total page 254 pages. Available in PDF, EPUB and Kindle. Book excerpt:
