Degree Name
EdD (Doctor of Education)
Program
Educational Leadership
Date of Award
5-2015
Committee Chair or Co-Chairs
Pamela Scott
Committee Members
Cecil Blankenship, Bethany Flora, James Lampley
Abstract
The purpose of this quantitative correlational study was to examine the relationship between student perceptions of classroom climate and student growth in high-poverty schools. More specifically, this study analyzed the relationship between Tripod Student Perception Survey classroom favorability ratings and Tennessee Value-Added Assessment System (TVAAS) gain scores for students in grades 3 through 8 in a medium-sized school district in Northeast Tennessee during the 2012-2013 academic year. The data were gathered from approximately 1,500 fourth and fifth grade students from 6 elementary schools and 2 K-8 schools as well as approximately 1,300 sixth, seventh, and eighth grade students from 3 middle schools and 2 K-8 schools.
The analysis of data found statistically significant relationships between student perceptions of caring and reading TVAAS gain scores among students in grades 4 and 5, student perceptions of conferring and math TVAAS gain scores among students in grades 4 and 5, as well as student perceptions of captivating and math TVAAS gain scores among students in grades 4 through 8. The study did not reveal statistically significant relationships between student perceptions of challenging, clarifying, consolidating, or controlling and reading or math TVAAS gain scores.
Document Type
Dissertation - unrestricted
Recommended Citation
Fleenor, Lesley, "The Relationship Between Student Perceptions of Classroom Climate and TVAAS Student Achievement Scores in Title I Schools" (2015). Electronic Theses and Dissertations. Paper 2486. https://dc.etsu.edu/etd/2486
Copyright
Copyright by the authors.