Degree Name
EdD (Doctor of Education)
Program
Educational Leadership
Date of Award
12-2017
Committee Chair or Co-Chairs
Bethany Flora
Committee Members
Virginia Foley, James Lampley, Karin Keith
Abstract
The purpose of this quantitative study was to determine if a relationship existed between the quality of school-community partnerships and the average score of each ACT subtest for rural Tennessee high school students. Specifically, the researcher examined the following school-community partnerships: business partnerships, university partnerships, service learning partnerships, school-linked service integration, and faith-based partnerships (Sanders, 2006). Administrators from 62 rural Tennessee high schools rated the partnerships present in their schools using the Improving Community Partnership Quality rating scale developed by Sanders (2006). Each of these ratings was compared to the participating school’s mean score for each ACT benchmark to determine whether these partnerships could be linked to success on the ACT. Pearson correlation coefficients were calculated for each partnership type and each ACT subtest. The results revealed that a statistically significant relationship did not exist between school-community partnerships and ACT subtest scores.
Document Type
Dissertation - unrestricted
Recommended Citation
Eubanks, Kari, "The Relationship of School-Community Partnerships with ACT Benchmark Scores in Rural Tennessee Schools" (2017). Electronic Theses and Dissertations. Paper 3334. https://dc.etsu.edu/etd/3334
Copyright
Copyright by the authors.