An Analysis of Data Collected from the 2007-2008 Tennessee State Report Card and the Variables Related to Science Test Results.

<p>The purpose of this study was to determine whether Tennessee Comprehensive Assessment Program (TCAP) Achievement reading scores, school district per-pupil expenditures, school size, percentage of students qualifying for free and reduced-priced meals, and attendance were related to science TCAP test scores from the 2007-2008 school year. The data were gathered from an analysis of mean standardized test scores in reading and science of 8^th graders in 67 school systems comprising 181 schools located throughout Tennessee. One hundred eighty-one schools configured grades 6 through 8 were used in this study. Only 177 schools had reported attendance available on the Tennessee Department of Education website.</p><p>Pearson correlations were performed between the 8^th mean grade science TCAP scores and 8^th grade mean reading scores, per-pupil expenditure, school size, attendance, and the percentage of students qualifying for free and reduced-priced meals. Independent-samples <em>t</em> tests were conducted to evaluate whether 8^th grade mean science TCAP scores and 8^th grade mean reading scores varied depending on whether the school per-pupil expenditure was above or below the state average of $8,345. Independent-samples <em>t</em> test were also conducted to evaluate whether 8^th grade mean science TCAP scores and 8^th grade mean reading scores varied depending on whether the school attendance percentage was above or below the state goal of 93%.</p><p>The school characteristic with the strongest association with the mean 8^th grade science TCAP scores as computed by Pearson's correlation is the mean 8^th grade reading TCAP scores. The values can be ranked as follows: mean 8^th grade reading scores (.92) > percentage of students qualifying for free and reduced meals (-.84) > per-pupil expenditure (-.62) > attendance (.60) > school size (.23).</p>

Name thesis:degree_name

EdD (Doctor of Education)

Level thesis:degree_level

Dissertation - unrestricted

Discipline thesis:degree_discipline

Educational Leadership

Year dc:date.issued

2009

Author dc:creator

• Lamons, Julia Lorie

• science
• standardized testing
• No Child Left Behind
• academic achievement
• Education
• Educational Assessment, Evaluation, and Research
• Educational Sociology
• Social and Behavioral Sciences
• Sociology

Statement dc:rights

• Copyright by the authors.

Repository record dc:identifier

https://dc.etsu.edu/etd/1848

OAI identifier oai:identifier

oai:dc.etsu.edu:etd-3200