Degree Name

EdD (Doctor of Education)

Program

Educational Leadership

Date of Award

5-2001

Committee Chair or Co-Chairs

Louise L. MacKay

Committee Members

Russell O. Mays, Jack Rhoton, Gunapala Edirisooriya

Abstract

This study examines the relationship of student achievement in mathematics and factors purported to influence such achievement. The factors utilized in the study were selected from those contained in accountability reports issued by the state of Tennessee in 1995-96. The student achievement measures were based on four high school end-of-course mathematics tests. Student performance on these tests is examined both in terms of actual scores and value-added measures. This study organizes the available accountability measures in an Opportunity-to-Learn (OTL) framework for the purpose of determining relationships that can inform practice and give policy guidance.

The study examined 65 (of 139) school systems in Tennessee in a research design of correlation and multiple regression analyses. Twenty-three independent variables were organized into three OTL categories (fiscal, educational process, and teacher quality) and an "external factors" category. Eight dependent variables represented actual and value-added results on the four tests.

Results revealed a number of significant relationships; there were relatively fewer and weaker relationships involving value-added measures than actual measures of achievement. Conclusions emphasize the need for continued refinement of the accountability and research goals for the state. Specific recommendations are that the number of variables measured be increased and that the focus and specificity of the variables be increased.

Document Type

Dissertation - Open Access

Copyright

Copyright by the authors.

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