EFFECTS OF AUTONOMY-SUPPORTED LEARNING ON ACADEMIC ACHIEVEMENT IN INDIANA SCHOOLS

Abstract

The purpose of this quantitative study was to determine whether there are significant differences among the five indicators of autonomy (assessment, expectations, instruction, learning environment, and relationships) based on school type (elementary or junior high) and if there are differences among the indicators between Title I schools and non-Title I schools. This study also examined if the five indicators of autonomy are able to predict academic achievement as measured by ISTEP+ scores for mathematics and language arts. Based on the findings, this study determined instruction is an area of autonomy that significantly impacts academic performance as measured by language arts ISTEP+ and mathematics ISTEP+. Instruction is the area of autonomy where a significant difference between elementary and middle/junior high schools was found.