Sycamore Scholars

School Factors Related to Reading Achievement in Rural Schools with and without High Poverty

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dc.contributor.author Miller, Seth W.
dc.date.accessioned 2015-10-05T20:28:07Z
dc.date.available 2015-10-05T20:28:07Z
dc.identifier.uri http://hdl.handle.net/10484/8129
dc.description.abstract This quantitative study identified how rural schools differ on five school-level factors related to student achievement according to their performance on Grade 3 reading. Through use of a MANOVA test, it was shown that principals of high-poverty rural schools that made AYP in Grade 3 reading reported significantly higher levels of guaranteed and viable curriculum than principals of high-poverty rural schools that did not make AYP. There were no significant differences in the presence of the school-level factors in rural schools without high poverty based on the principal reports. Additionally, the study identified which school-level factors predict student achievement in rural schools with and without high poverty. Through use of a multiple regression test, it was determined that the school-level factors did not serve as significant predictors of Grade 3 reading performance in the high poverty rural schools. One factor, guaranteed and viable curriculum, was shown to predict for student achievement in rural schools without high poverty. In conducting this study, additional research questions were addressed. Through linear regression, it was demonstrated that poverty accounted for much more of the variance in reading scores in non-rural schools (58%, N = 1,761) than in rural schools (19%, N = 427). Through multivariate multiple regression testing, it was found that there was not a significant ability for either Grade 3 reading performance or poverty to predict for the school-level factors in rural schools. Finally, through multiple regression testing, it was determined that three predictors (poverty, guaranteed and viable curriculum, and safe and orderly environment) were able to significantly predict reading scores for rural schools. The results of the study provide rural school leaders a better understanding of the overall strengths and weaknesses of a particular school and the potential benefits of school improvement initiatives geared around school-level factors. This knowledge will prove useful to the overall research base on rural school effectiveness. More specifically, this knowledge will help guide the decisions of school leaders concerned with improving student achievement in rural school districts with high poverty.
dc.description.statementofresponsibility Seth W. Miller
dc.language.iso en_US
dc.subject Education
dc.subject rural
dc.subject poverty
dc.subject effectiveness
dc.subject achievement
dc.subject.lcsh Poverty.
dc.subject.lcsh Academic achievement.
dc.title School Factors Related to Reading Achievement in Rural Schools with and without High Poverty
dc.type Dissertation
dc.date.graduationmonth May
dc.date.published 2013
dc.description.committeechair McDaniel, Terry
dc.description.committeemembers Boyd, Robert
dc.description.committeemembers Marrs-Morford, Linda
dc.description.degree Doctor of Philosophy
dc.description.department Department of Educational Leadership, Administration, and Foundations
dc.description.imprint Cunningham Memorial library, Terre Haute,Indiana State University
dc.description.itemidetd ISU-Dissertation-May-2013
dc.description.level Doctoral
dc.description.note Title from document title page. Document formatted into pages: contains 182 p.: ill. Includes abstract and appendix


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