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首页> 外文学位 >The impact of student attendance and other variables on elementary academic achievement as measured by Stanford Achievement Test scores at grades 2 and 5 in rural, suburban and urban school districts in Missouri.
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The impact of student attendance and other variables on elementary academic achievement as measured by Stanford Achievement Test scores at grades 2 and 5 in rural, suburban and urban school districts in Missouri.

机译：密苏里州农村，郊区和城市学区的2和5年级，斯坦福成就测验分数衡量了学生出勤率和其他变量对基本学业成绩的影响。

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摘要

The purpose of this study was to determine the nature of the relationship which exists between elementary student achievement and the variables of attendance, gender, ethnicity, socio-economic status, grade level and community environment (rural, suburban and urban) for students at the second and fifth grade level.;Scores from the Stanford Achievement Test as well as information from the six demographic variables was collected, coded and analyzed for 643 students from ten schools in districts located in a rural, suburban and urban community environment in the state of Missouri. The data was analyzed using the Pearson's Product-Moment Correlation Coefficient. A Step-wise Multiple Regression was also executed which used Attendance and the demographic variables to predict SAT scores. Ten hypotheses were formulated and, with its corresponding statistical test, each was stated individually as either accepted or rejected with the results illustrated using tables.;Based on the information presented in the seven tables, three of the ten hypotheses were accepted while the seven remaining were rejected. A summary of the results indicate all of the variables listed showed a relationship to student achievement with the exception of gender at the second grade level. The socio-economic status of a student emerged as the most significant variable in predicting the variance of SAT scores at the fifth grade level, while ethnicity was more highly correlated to achievement at the second grade level. To a lesser extent, the variable of community environment was also correlated with SAT scores.
机译：这项研究的目的是确定在小学学习成绩与学生出勤率，性别，种族，社会经济地位，年级水平和社区环境（农村，郊区和城市）之间的关系的性质。收集，编码和分析来自Stanford成就测验的分数以及来自六个人口统计学变量的信息，这些数据来自位于美国加利福尼亚州农村，郊区和城市社区环境中的地区的十所学校的643名学生密苏里州。使用Pearson的乘积矩相关系数分析数据。还执行了逐步多元回归，它使用出勤率和人口统计学变量来预测SAT分数。提出了10个假设，并通过相应的统计检验将每个假设分别表述为接受或拒绝，并使用表格说明结果;基于七个表格中提供的信息，十个假设中的三个被接受，其余七个假设被接受被拒绝了。结果摘要表明，列出的所有变量均显示出与学生成绩的关系，但二年级时的性别除外。在预测五年级SAT分数的方差时，学生的社会经济状况成为最重要的变量，而第二年级的种族与成就的相关性更高。在较小程度上，社区环境的变量也与SAT分数相关。

著录项

  • 作者

    Botkin, Dawn Marie.;

  • 作者单位

    Saint Louis University.;

  • 授予单位 Saint Louis University.;
  • 学科 Education Elementary.;Education Administration.
  • 学位 Ph.D.
  • 年度 1999
  • 页码 103 p.
  • 总页数 103
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
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