A Causal-Comparative Study:The Effects of School Type and School Climate on Mathematical Achievement
Date
7-21-2022
Department
School of Education
Degree
Doctor of Education in Curriculum & Instruction (EdD)
Chair
Sarah Hutter
Primary Subject Area
Education, General
Keywords
mathematical achievement, school type, school climate, public charter school, traditional public school, Georgia Milestone Achievement System, Algebra 1, End-of-Course Test
Disciplines
Education
Recommended Citation
Price, Rebekah Lynn, "A Causal-Comparative Study:The Effects of School Type and School Climate on Mathematical Achievement" (2022). Doctoral Dissertations and Projects. 3739.
https://digitalcommons.liberty.edu/doctoral/3739
Abstract
Academic achievement is the goal of education. Motivating students to meet achievement levels requires observing trends, analyzing data, and adjusting instruction, curriculum and pedagogy practices. People in every political arena and on every educational level are trying to contribute in making sure that achievement goals are met. From the teacher in the classroom to the politician in Washington D.C., ideas are constantly being thought up, laws are being passed, programs are being implemented and standards are being adapted, changed, or written. This study aimed to look at the academic achievement in high school math, particularly Algebra 1, and whether or not school climate or school type had an effect on the achievement. This study added to the existing body of literature and helped drive national, state, and local policies concerning school choice and academic achievement. The study was a non-experimental design that analyzed the data from End of Course scores in Algebra 1, school climate ratings, and school type. Seventy traditional public high schools and seventy public charter high schools in the state of Georgia were chosen for the sample. School climate ratings and end of Course scores are public information that was gathered from archived data on the Georgia Department of Education website. The data was analyzed using a two-way ANOVA. There was a statistically significant difference in the Algebra 1 EOC scores based on school climate ratings. However, there was not a statistically significant difference in Algebra 1 EOC scores based on school type or the interaction of school climate rating and school type. Future studies should consider including demographics, type of instruction and rigor of instruction.
