Dissertations / Theses: 'Educational achievement; Demographics'

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Guhr, Daniel J. "Access to higher education in Germany and California." Thesis, University of Oxford, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310364.

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Whitinger, Jamie H. "K-12 Virtual Students: Relationships Between Student Demographics, Virtual Learning Experience, and Academic Achievement." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1196.

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The purpose of this study was to identify significant differences in academic achievement among virtual students of various backgrounds, demographics, and virtual learning environments. The study also sought to identify factors that may predict the academic achievement, as defined by final course grade, of virtual students. This study examined those relationships for the 476 students enrolled in virtual courses between January 2010 and January 2013 in Sullivan County Schools, TN. These students were in grades 7-12 during the time the courses were taken. Independent variables in Phase I of the study included gender, race/ethnicity, socio-economic status, prior number of virtual courses completed, and existing student grade point average. Independent variables in Phase II of the study included instructional dialogue in the virtual course, structure of the virtual course, and autonomy of the learner allowed in the virtual course. The researcher investigated the relationships between these independent variables and the dependent variable, academic achievement, as determined by final virtual course grade. The statistical methods used to answer the research questions included bivariate correlations, independent samples t-tests, and bivariate regression analysis. Two of the independent variables in Phase I of the study were found to be significant. Students identified as being economically disadvantaged tended to perform better academically in virtual courses than students identified as non-economically disadvantaged, as determined by final virtual course grade. A statistical significance was also found between existing student GPA and academic achievement in virtual environments. Students with a higher GPA prior to taking a virtual course tended to receive higher grades than those with lower existing GPAs. Using bivariate regression, existing GPA accounted for 25% of the variance in student academic achievement in virtual courses. All three of the independent variables in Phase II of the study were found to have a significant relationship with student academic achievement as determined by final virtual course grade. Students who reported high levels of instructional dialogue (frequency of teacher-student interactions, teaching presence, content interactions) tended to perform significantly higher than those reporting lower levels of instructional dialogue. Students who reported high levels of structure (instructional support, navigation, course design) tended to perform significantly higher than those reporting lower levels of structure in the course. Students who reported higher levels of autonomy (student ability to determine goals, learning experiences, and evaluation decisions) tended to perform significantly better academically than those who reported lower levels of autonomy.

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Riddle, Winston A. "An Examination of Demographic Characteristics of Elementary School Principals and Student Achievement Scores." Digital Commons @ East Tennessee State University, 1987. https://dc.etsu.edu/etd/2773.

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The purpose of this study was to consider the specific demographic characteristics of elementary school principals in conjunction with the academic achievement of students in an attempt to identify characteristics that might assist in the identification of effective principals. The characteristics tested were the principal's age, sex, race, tenure in the current position, total experience as a principal, level of previous teaching experience, and level of education. During and following the review of the literature, a list of characteristics was compiled and refined and a survey instrument constructed. The survey was sent to 255 randomly selected elementary school principals in North Carolina. A total of 222 responses were received. For each responding principal, third and sixth grade student achievement scores were obtained from the Department of Research, North Carolina Department of Public Instruction. These scores were the result of the spring 1986 administration of the California Achievement Test in the North Carolina Annual Testing Program. The scores were grouped according to the characteristic being studied and compared for significant differences using one-way analysis of variance or t tests. Grade-wide significant differences were found only in third grade scores when compared by the principal's race and sixth grade scores when compared by the principal's tenure in the current position. Significant differences were found for some student sex/race group scores when compared by the teaching experience, race, and the sex of the principal.

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Harper, Brian Edward. "Understanding how black racial identity and demographic, psychological and performance variables intervene and relate to academic achievement." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1089654930.

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Thesis (Ph. D.)--Ohio State University, 2004.
Document formatted into pages; contains 164 p. Includes bibliographical references. Abstract available online via OhioLINK's ETD Center; full text release delayed at author's request until 2005 July 13.

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White, Jennifer N. "Socioeconomic, Demographic, Attitudinal and Involvement Factors Associated with Math Achievement in Elementary School." [Johnson City, Tenn. : East Tennessee State University], 2001. http://etd-submit.etsu.edu/etd/theses/available/etd-0613101-101228/unrestricted/whitej0625.pdf.

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Patton, David Kent. "Demographic and education related factors that influence student behavior /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9998502.

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Qui, Kuan-Yao. "Relationships among student demographic characteristics, student achievement, student satisfaction, and online business-course quality /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3052163.

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Derrick-Lewis, Stacia Maria. "Parental Involvement Typologies as Related to Student Achievement." Digital Commons @ East Tennessee State University, 2001. https://dc.etsu.edu/etd/71.

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The purpose of this study was to examine specific parenting practices in four East Tennessee counties to determine their relationships, if any, to student achievement among various demographic groups. The investigation included status variables, such as parents' educational level, annual income level, and family structure. Students' Normal Curve Equivalent scores on the Terra Nova Standardized Test were used to measure student achievement. The Epstein (1987) typologies were used to classify parent involvement modalities. The analysis consisted of four research questions and were tested at the .05 level of significance. Pearson's product-moment, Spearman's rho, and Kendall's Tau B correlation coefficients were used to analyze the degree of relationship between Epstein's six typologies and student achievement. A t-test was used to describe the relationship between student achievement and the number of parents in the home. One-way Analyses of Variance were used to describe the relationships between student achievement and parents' educational and income levels. Kruskal Wallis tests were used to analyze differences in parental involvement by the number of parents in the home, parental income, and education levels. A Hierarchical Regression Analysis was also used to determine the extent to which parents' income, educational levels, and family structure assist in predicting student achievement. The sample consisted of 413 students in grade 4 in four counties in East Tennessee. Two schools were selected from each county as a representative sample of the population. The results of this study indicate significant relationships between student achievement and the parental involvement typologies of volunteering, learning at home, decision-making, and collaborating with the community. The relationships between student achievement and parental involvement in conjunction with parents' educational and income levels were also significant. Both parental involvement typologies and family demographics emphasize goals which are achieved most effectively when families and schools work together.

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Conway, Pamela R. "The relationship among teacher empowerment, teacher beliefs, teacher demographics, and second grade reading achievement /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3012962.

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Katz, Laura. "EXPLORING DEMOGRAPHIC CORRELATES OF LANGUAGE PROFICIENCY AND ACADEMIC ACHIEVEMENT AMONG ENGLISH LANGUAGE LEARNERS." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/170310.

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School Psychology
Ph.D.
Contemporary research suggests that multiple criteria, including SES, ethnicity, first and second language proficiency levels, language dominance, immigrant and/or generational status, acculturation status, and educational placement history predict ELL student achievement levels (Abedi, 2008). However, the majority of states do not examine these factors and instead use a combination of the Home Language Survey (HLS) plus an English language proficiency test for screening and identification, though it is debated if these instruments adequately measure the type of language proficiency needed to be successful in mainstream classrooms (O'Malley & Pierce, 1994). Because of these findings, it seems that multiple criteria are important to examine when screening students for English Language Learner (ELL) placement. It is hypothesized that a more detailed classification system will better predict students' academic language abilities as part of a universal screening effort, and truly identify those at most need for specialized language support. The present study uses a correlational design to examine the relationship between a parent interview form, the Bilingual Parent Interview (BPI) and students' language proficiency scores in both their native and second languages, as well as their academic achievement. It was hypothesized that the multiple criteria assessed with the BPI would be more associated with language proficiency abilities and academic achievement than the HLS. English-Language Learners (ELLs; n= 42) in grades two through five were targeted for participation. Families were recruited from a public elementary school in a city in Southern California. Record reviews were conducted to collect parents' responses on the HLS and the BPI, as well as students' language proficiency scores on the California English Language Development Test (CELDT), the Language Assessment Scales Links Español, and the Preschool Language Assessment Scales 2000 Español 2000 (Pre-LAS 2000). In addition, students' academic achievement based upon the California STAR program was also collected. It was anticipated that items on the BPI would better correlate students' language abilities and academic achievement than those from the HLS. However, it was determined that the HLS better correlated with measures of English Language Proficiency and Spanish Language Proficiency, therefore providing initial support for the validity of this measure. Examination of the socio-cultural factors related to the language abilities and academic outcomes of at-risk ELL students expands upon efforts to identify students in need of remedial support as part of an early prevention model. In addition, the assessment of language proficiency and achievement data in both English and Spanish extends the effort to discriminate between endogenous learning disabilities and language delays resulting from second language acquisition amongst ELL children who struggle academically.
Temple University--Theses

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Crabtree, Linda F. "A comparison of community college student performance, retention, and demographics in online and onground courses /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9998476.

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Fettrow, Elizabeth A. "An analysis of the relationship between bullying others, perceived school connectedness, academic achievement, and selected demographics among female high school athletes." Thesis, Kent State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3618895.

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The purpose of this study was to analyze the relationship between bullying others, perceived school connectedness, academic achievement, and selected demographics among female high school athletes. A purposive sample of all in-season (Fall 2012) female athletes enrolled in three schools located in an urban school district in Northeast Ohio was recruited to participate in this study. Subjects completed a 54-item instrument designed to assess their self-reported involvement in bullying others. Further, subjects were asked to provide responses about the construct of school connectedness. Data were obtained using a one-time anonymous paper/pencil instrument. Data were analyzed using the one-way and two-way Analysis of Variance (ANOVA) techniques and Correlation analysis.

Findings revealed a statistically significant relationship between bullying others and race, and bullying others and current achievement. Also, the data revealed a statistically significant correlation between bullying others and perceived school connectedness. The results from this study support the current body of literature dedicated to this relationship between bullying others and perceived school connectedness. Interestingly, much less is known about the relationship between the independent and dependent variables used in this study as it occurs among female high school athletes. More research with athletes is recommended to better elucidate the effects of sports participation on these variables.

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Pickering, Sarah Kelley. "Factors Influencing Student Achievement in Texas." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331552/.

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This study examines the relationships among student socioeconomic status, school district enrollment, minority enrollment, district expenditure per pupil, and the teaching experience of faculty as these variables influence the achievement scores of secondary students in Texas. Data from a total of 1,061 Texas school districts were used to determine the effects of the indicated district-level predictor variables on three criterion variables: reading, mathematics, and writing scores for the 11th-grade Texas Education Assessment of Minimum Skills (TEAMS). The study led to the following conclusions: 1. Low socioeconomic status of students in Texas, as in the rest of the United States, insures that test scores will be lower if all other variables are held constant. 2. Large minority populations are strong predictors of low test scores, especially in mathematics and reading. 3. Students in districts whose faculty had a high average of years of teaching experience also scored high in achievement tests, especially in mathematics and writing. 4. High average district expenditure per pupil predicts high test scores, especially in reading. 5. School district size or enrollment has low predictive value of test scores. Among several specific recommendations, this study advises that further study be done concerning the most effective ways to educate minority and socioeconomically disadvantaged student populations. The study also recommends that better ways be found to retain experienced teachers in the classroom, including monetary compensation, extra allowances for staff development, and additional resources. The study cautions against simply adding money to a district's budget to increase student achievement scores, asserting that districts should make thorough studies before higher expenditures per pupil are alone used to increase test scores.

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Alonazi, Ahmed. "Psychological, Academic and Demographic Variables Affecting Students’ Academic Achievement Among First Year College Students in Saudi Arabia." Scholarly Commons, 2018. https://scholarlycommons.pacific.edu/uop_etds/3107.

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There are many factors that affect academic achievement among first year college students in Saudi Arabia. The aim of this study was to improve our understanding of academic achievement of first year college students in Saudi Arabia by investigating the relationship between a selection of demographic, academic, and psychological variables and their effects on first-year students’ GPA. All first-year students admitted to the King Saud University in fall 2016 or spring 2017 were invited to complete a self-report survey. 1457 students have completed and submitted the survey. Multiple regression analysis was performed with all independent variables in order to determine whether there were any significant relations between the independent variables and academic achievement. Among the study variables, six variables predicted first-year students’ GPA. Those variables were high school, Saudi aptitude test, Saudi achievement test, gender, stress, and mother’s education level.

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Fettrow, Elizabeth A. "An analysis of the relationship between bullying others, perceived school connectedness, academic achievement, and selected demographics among female high school athletes." Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1364228439.

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Dean, Kelley M. "The effects of gifted programming on student achievement: differential results by race/ethnicity and income." Diss., Georgia Institute of Technology, 2011. http://hdl.handle.net/1853/39642.

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The central research question is the extent to which gifted programming effects student academic outcomes of gifted as compared to not-gifted students and how this differs by race/ethnicity and/or poverty status. Since the identification of elementary school students as gifted is not random, propensity score matching is used to remove this bias in the estimates of the effects. A matched sample of North Carolina middle school students based on individual level data of both gifted and not-gifted students of varied racial/ethnic groups and income levels is used for this analysis. This enables a comparison of sixth, seventh, and eighth grade student achievement to determine the extent to which participating in gifted programming differentiates effects by race/ethnicity and poverty status. I show the additional test score gain, if any, from being in gifted programming compared to students not participating in gifted programs. Variations in gifted program effects across race/ethnicity and income are assessed. This research adds empirical evidence to the more qualitatively focused gifted debate by analyzing differences in student outcomes between gifted and not-gifted students in North Carolina. Since black and lower income students are less likely to participate in gifted programs, they disproportionately encounter less experienced teachers, lower expectations, and fewer resources. The extent to which these additional learning supports translate to differences in student outcomes are analyzed.

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Knight, Kristina Noel. "AN ANALYSIS OF THE RELATIONSHIP BETWEEN SUBSTANCE USE, SELECTED DEMOGRAPHICS AND ACADEMIC ACHIEVEMENT AMONG MIDDLE SCHOOL AGED YOUTH IN AN URBAN MIDWESTERN COUNTY." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1397239012.

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Myers, Scott P. "A multiple regression analysis of six factors concerning school district demographics and superintendent tenure and experience in 2007-2008 schools relative to student achievement on the third grade Kansas reading assessments." Diss., Manhattan, Kan. : Kansas State University, 2010. http://hdl.handle.net/2097/3754.

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Dean, Kelley M. "The Efffects of Gifted Programming on Student Achievement: Differential Results by Race/Ethnicity and Income." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/pmap_diss/33.

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The central research question is the extent to which gifted programming affects student academic outcomes of gifted as compared to not-gifted students and how this differs by race/ethnicity and/or poverty status. Since the identification of elementary school students as gifted is not random, propensity score matching is used to remove this bias in the estimates of the effects. A matched sample of North Carolina middle school students based on individual level data of both gifted and not-gifted students of varied racial/ethnic groups and income levels is used for this analysis. This enables a comparison of sixth, seventh, and eighth grade student achievement to determine the extent to which participating in gifted programming differentiates effects by race/ethnicity and poverty status. I show the additional test score gain, if any, from being in gifted programming compared to students not participating in gifted programs. Variations in gifted program effects across race/ethnicity and income are assessed. This research adds empirical evidence to the more qualitatively focused gifted debate by analyzing differences in student outcomes between gifted and not-gifted students in North Carolina. Since black and lower income students are less likely to participate in gifted programs, they disproportionately encounter less experienced teachers, lower expectations, and fewer resources. The extent to which these additional learning supports translate to differences in student outcomes are analyzed.

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Crawley, Manuella B. "AN ANALYSIS OF THE IMPACT OF SOCIAL SUPPORT AND SELECTED DEMOGRAPHICS ON PHYSICAL ACTIVITY, DIETARY BEHAVIOR AND ACADEMIC ACHIEVEMENT AMONG MIDDLE AND HIGH SCHOOL STUDENTS." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1403105482.

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Bukhari, Sulafah. "Consumer Loyalty in Fast-Food Restaurants in Saudi Arabia." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/31899.

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This study assesses the loyalty behaviour of consumers in fast-food restaurants in Saudi Arabia by studying the antecedents and the consequences of loyalty behaviour. The sample consisted of 231 Saudis and non-Saudis living in Saudi Arabia. They were approached using the “snowball” technique. Participants were all over the age of eighteen, and they were customers of Al-Baik restaurants. Data was collected through a face-to-face questionnaire, and analyzed using SPSS software. Specifically, Cronbach’s Alpha test, Pearson correlation coefficient, Spearman correlation coefficient, and multiple regression analysis were used. Results show that significant relationships exist between the antecedents and the consequences of loyalty behaviour. It is also indicated that participants’ personalities and values were significantly related to the loyalty behaviour of consumers in Saudi Arabia. The major limitation of this study is that it was conducted in only one city, Jeddah. Therefore, additional research should be carried out in other cities with larger samples. The research results offer compelling evidence that Saudi loyalty behaviour differs from Western behaviour. Therefore, it suggests that international fast-food operators in Saudi Arabia should take local factors into account when formulating marketing strategies, such as the role of women and youth in Saudi society. This thesis makes a novel contribution to the literature, as it is the first to model the antecedents and the consequences of loyalty behaviour of consumers in a single study. It is also the first to study contributed to the literature to examine the relation between the Six Dimensional Achievement Motivation Scale (Jackson, Ahmed, and Heapy, 1976), Rokeach Value System (1973), and loyalty behaviour of consumers.

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Hubert, Lopez Celia. "Municipality characteristics and math achievement : a multilevel analysis of Mexican secondary schools." Thesis, 2011. http://hdl.handle.net/2152/ETD-UT-2011-05-3105.

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This study examines the impact of the municipality level characteristics on the average Math achievement of students in third year of lower secondary schools in Mexico. Using data from different Mexican and international sources and multi-level regression models the present work shows that municipality characteristics provide additional explanation of the unexplained variability in educational achievement controlling for school-level factors and even without accounting for student characteristics. Although school factors are highly correlated with municipality’s characteristics, the present study finds that unobservable characteristics of the municipality are playing an important role in Mexican students’ achievement which goes beyond the possible impact that school factors have on achievement.
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Moore, Beverly Lee Derington. "An exploration of the influence of demographic factors on individual and aggregate student achievement measurements in the Kentucky accountability system." 2003. http://etd.louisville.edu/data/UofL0030d2003.pdf.

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Thesis (Ph. D.)--University of Louisville, 2003.
College of Education and Human Development, Department of Teaching and Learning. Vita. "December 2003." Includes bibliographical references (leaves 305-326).

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Tresslar, Christopher A. "The Relationship Between Principal Ethnicity and Other Chosen Demographics and Student Achievement as Measured by the Texas Education Agency's Accountability Rating System in Predominantly Hispanic Public High Schools in Texas." 2010. http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7925.

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The focus of this study was to examine the relationship between principal ethnicity and other chosen demographics (community type of the school, average years of teacher experience, and percent of students qualifying as economically disadvantaged) and student achievement as measured by the Texas Education Agency?s (TEA?s) accountability rating system in predominantly Hispanic public high schools in Texas. The study sought to identify causal factors in relation to campus accountability rating and principal ethnicity in an effort to determine if principal ethnicity had an impact on student achievement in predominantly Hispanic public high schools in Texas. The study examined data obtained from the Texas Education Agency for the 2007-2008 school year. There were 335 schools that met the criteria set forth for the study. The findings of the study stated there was no statistically significant relationship between principal ethnicity and student achievement as measured by the TEA?s accountability system. There were some significant statistical findings in relation to principal ethnicity, accountability rating and indicators of community type of school, years of teacher experience, and percent of students qualifying as economically disadvantaged. Moderate relationships were found between community type and accountability rating and between community type and ethnicity of the principal. There were also significant relationships found between accountability rating and average years of teacher experience as well as principal ethnicity and percent of students qualifying as economically disadvantaged. There was no significant finding between principal ethnicity and average years of teaching experience. There was also no significant finding in relation to accountability rating and percent of students qualifying as economically disadvantaged. The growing number of Hispanic students entering schools is leading to more campuses becoming predominantly Hispanic in student population. The achievement gap between Hispanic students and White students has continued to be an ongoing problem and important issue. The findings of this study show that ethnicity of the principal does not have an impact on student achievement in predominantly Hispanic public high schools in Texas. Hiring administrators should focus on hiring school leaders who possess identified characteristics that lead to improved student achievement.

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Canto, Angela I. Proctor Briley E. "Predicting third grade students' FCAT reading achievement and oral reading fluency using student demographic, academic history, and performance indicators." 2006. http://etd.lib.fsu.edu/theses/available/etd-04102006-114229.

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Thesis (Ph. D.)--Florida State University, 2006.
Advisor: Briley E. Proctor, Florida State University, College of Education, Dept. of Educational Psychology and Learning Systems. Title and description from dissertation home page (viewed July 28, 2006). Document formatted into pages; contains x, 122 pages. Includes bibliographical references.

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Chang, Wan Wen, and 張婉玟. "The effects of school, family, student, and demographic factors on high school students’ academic achievement—An analysis of panel data from the Taiwan education panel survey." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/37607902894238534925.

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碩士
國立政治大學
教育研究所
98
The purpose of this study is to examine the longitudinal effects of school, family, student, and demographic factors on students’ academic achievement. A method of meta-analysis was used to estimate the magnitude of the effect size of various dependent variables. The data was obtained from Taiwan Education Panel Survey (TEPS). The members of the tracked panel of 2868 high school students were selected as samples for this present research. The tracked panel received four waves of questionnaires and standard tests from 2001 to 2007. The results of the present analysis shows significant differences between the mean effect sizes of the factors associated with academic achievement, and that students’ prior achievement had the largest effect size of 2.39, 1.45, and 1.90, respectively, based on the comprehensive ability score, the general analytic ability score, and the mathematic ability score. The demographic factor showed the second largest mean effect size (.65, .53, .59), larger than that of the family factor and students’ engagement, which both showed small effect without significant differences from each other. And the school factor showed the least mean effect size. In addition, it was found that the mean effect of all the variables based on the comprehensive ability score (.43) was significantly larger than that based on the general analytic ability score and on the mathematic ability score, specifically. Practical implications and suggestions are given in the present research after the general discussion of the research findings.

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Dissertations / Theses on the topic 'Educational achievement; Demographics'

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