Mathematics Achievement in Tennessee Schools in the Context of Opportunity to Learn.

<p>This study examines the relationship of student achievement in mathematics and factors purported to influence such achievement. The factors utilized in the study were selected from those contained in accountability reports issued by the state of Tennessee in 1995-96. The student achievement measures were based on four high school end-of-course mathematics tests. Student performance on these tests is examined both in terms of <em>actual</em> scores and <em>value-added</em> measures. This study organizes the available accountability measures in an Opportunity-to-Learn (OTL) framework for the purpose of determining relationships that can inform practice and give policy guidance.</p> <p>The study examined 65 (of 139) school systems in Tennessee in a research design of correlation and multiple regression analyses. Twenty-three independent variables were organized into three OTL categories (fiscal, educational process, and teacher quality) and an "external factors" category. Eight dependent variables represented <em>actual</em> and <em>value-added</em> results on the four tests.</p> <p>Results revealed a number of significant relationships; there were relatively fewer and weaker relationships involving <em>value-added</em> measures than <em>actual</em> measures of achievement. Conclusions emphasize the need for continued refinement of the accountability and research goals for the state. Specific recommendations are that the number of variables measured be increased and that the focus and specificity of the variables be increased.</p>

Name thesis:degree_name

EdD (Doctor of Education)

Level thesis:degree_level

Dissertation - unrestricted

Discipline thesis:degree_discipline

Educational Leadership

Grantor dc:publisher

East Tennessee State University

Year dc:date.issued

2001

Author dc:creator

• Kitzmiller, Richard Lee

• opportunity to learn
• student achievement
• mathematics
• accountability
• value-added
• Curriculum and Instruction
• Education

Statement dc:rights

• Copyright by the authors.

Repository record dc:identifier

https://dc.etsu.edu/etd/69

OAI identifier oai:identifier

oai:dc.etsu.edu:etd-1119