{"id":{"repo_id":"ohiolink","oai_identifier":"oai:etd.ohiolink.edu:ashland1366920520"},"canonical_url":"https://search.dev.ndltd.org/etd/ohiolink/oai:etd.ohiolink.edu:ashland1366920520","repository":{"repo_id":"ohiolink","name":"OhioLINK","base_url":"https://etd.ohiolink.edu/acprod/odb_etd/ws/oai/oai"},"display":{"title":"Relationships Among Student Demographics and Community and School Context Factors and Value-Added Gain Scores in Ohio","abstract":"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.","abstract_html":"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.","abstract_has_math":false,"creators":["Selvage, Thomas Allen"],"institution":"Ashland University","degree_name":"Doctor of Education","degree_level":"doctoral","degree_discipline":"College of Education","degree_department":null,"school":null,"contributors":["Edlefson, Carla"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-04-29","date_published":"2013-04-29","updated_at":"2026-07-24T03:37:31Z","subjects":["Education","Education Policy","Educational Evaluation","Educational Tests and Measurements","value-added","accountability","family capital","school capital","student growth measures","socioeconomics","student demographics"],"languages":["English"],"rights":["unrestricted","This thesis or dissertation is protected by copyright: all rights reserved. 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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."],"dc:format":["application/pdf","p.206","1.8 MB"],"dc:identifier":["http://rave.ohiolink.edu/etdc/view?acc_num=ashland1366920520"],"dc:language":["English"],"dc:publisher":["Ashland University / OhioLINK"],"dc:rights":["unrestricted","This thesis or dissertation is protected by copyright: all rights reserved. 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