Inequality and School Performance: The Effect of the No Child Left Behind Act on the Texas Assessment of Knowledge and Skills Test

This thesis examined the impact of teacher quality and the socioeconomic status of students on school performance on the Texas Assessment of Knowledge and Skills Test. The data were obtained from the Academic Excellence Indicator System (AEIS) 2005-2006 Report. Disparities in education were used to examine the use of teacher quality in the No Child Left Behind Act of 2001. A multiple regression model was used and included other factors such as socioeconomic status of students, teacher salary, school funding, and student-teacher ratio. Using an ordinary least squares regression, I found that socioeconomic status of students had the most significant impact school performance. Two other variables, teacher salary and student-teacher ratio, had a significant effect on school performance suggesting alternative means of eliminating inequality in education.

Grantor dc:publisher

University of North Texas

Year dc:date

2007

Author dc:creator

• Martinez-Cantu, Veronica A.

Contributors dc:contributor

• Rodeheaver, Daniel
• Yoder, Kevin A.
• Dash, Nicole

• inequality
• school performance
• education
• teacher salary
• United States. No Child Left Behind Act of 2001.
• Texas Assessment of Knowledge and Skills.
• Academic achievement -- Texas.
• Teacher effectiveness -- Texas.
• Educational sociology -- Texas.
• Students -- Texas -- Economic conditions.
• Students -- Texas -- Social conditions.

Statement dc:rights

• Public
• Copyright
• Martinez-Cantu, Veronica A.
• Copyright is held by the author, unless otherwise noted. All rights reserved.

Language dc:language

English

Identifier

oclc: 227341794
https://digital.library.unt.edu/ark:/67531/metadc5146/
ark: ark:/67531/metadc5146

OAI identifier oai:identifier

info:ark/67531/metadc5146