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

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.

Name thesis:degree_name

Doctor of Education

Level thesis:degree_level

doctoral

Discipline thesis:degree_discipline

College of Education

Grantor dc:publisher

Ashland University

Year dc:date

2013

Author dc:creator

• Selvage, Thomas Allen

Contributors dc:contributor

• Edlefson, Carla

• Education
• Education Policy
• Educational Evaluation
• Educational Tests and Measurements
• value-added
• accountability
• family capital
• school capital
• student growth measures
• socioeconomics
• student demographics

Statement dc:rights

• unrestricted
• This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws.

Language dc:language

English

Repository record dc:identifier

http://rave.ohiolink.edu/etdc/view?acc_num=ashland1366920520

OAI identifier oai:identifier

oai:etd.ohiolink.edu:ashland1366920520