Factors Affecting Grades: An Examination of North Carolina School Performance Grades

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Dangerfield-Persky, F. (2021). Factors Affecting Grades: An Examination of North Carolina School Performance Grades. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

This quantitative study explores the potential school-level and school district-level factors associated with North Carolina school performance grades in K-5 elementary schools. The desire was to examine if any of the school- or school district-level factors were associated with the outcome variable of North Carolina school performance grades. This study used the data from the North Carolina school report cards and Civil Rights Data Collection from the 2015 – 2016 school year. The sample had 1096 schools and 92 school districts. A hierarchical linear model was created with the overall school performance grade as the outcome variable and the sixteen school level predictors and thirteen school district predictors. Results indicated that twelve out of sixteen school-level variables were statistically significant. One out of thirteen school district-level variables were statistically significant and two additional variables approached significance. Recommendations for improving student achievement were provided for United States policymakers, university education programs, North Carolina policymakers, local governments, school districts, and schools. These recommendations are presented as opportunities to ensure equitable educational practices and outcomes for all students.  

Details
Author

Dangerfield-Persky, Felicia

Title

Factors Affecting Grades: An Examination of North Carolina School Performance Grades

Physical Description

1 online resource (154 pages) : PDF

Date

2021

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

This quantitative study explores the potential school-level and school district-level factors associated with North Carolina school performance grades in K-5 elementary schools. The desire was to examine if any of the school- or school district-level factors were associated with the outcome variable of North Carolina school performance grades. This study used the data from the North Carolina school report cards and Civil Rights Data Collection from the 2015 – 2016 school year. The sample had 1096 schools and 92 school districts. A hierarchical linear model was created with the overall school performance grade as the outcome variable and the sixteen school level predictors and thirteen school district predictors. Results indicated that twelve out of sixteen school-level variables were statistically significant. One out of thirteen school district-level variables were statistically significant and two additional variables approached significance. Recommendations for improving student achievement were provided for United States policymakers, university education programs, North Carolina policymakers, local governments, school districts, and schools. These recommendations are presented as opportunities to ensure equitable educational practices and outcomes for all students.  

Genre

doctoral dissertations

Subjects--Topics

Education

Degree

D.Ed.

Keywords

Hierarchical Linear Modeling
Policy
School Performance
Teachers
Testing

Subject Area

Curriculum & Instruction

Advisor(s)

Lewis, Chance

Committee Members

Butler, Bettie
Newton, Xiaoxia
Good, Amy

Degree Note

Thesis (D.Ed.)--University of North Carolina at Charlotte, 2021.

Rights Statement

This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). For additional information, see http://rightsstatements.org/page/InC/1.0/.

Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

DangerfieldPersky_uncc_0694D_12751

Permalink

http://hdl.handle.net/20.500.13093/etd:1839