Education Commons^™

Student Success Programming, College Academic Achievement Scores, And Retention Rates, Leslie D. Merritt

Electronic Theses and Dissertations

Student success programming was created to help students transition to the college environment and coursework. While many university-created programs are geared to all students, federally-funded programs and some university-created programs aim to specifically help students from marginalized populations. With Spady’s (1970) and Tinto’s (1975) theories guiding the conceptual framework, this study examined the relationship between participation in student success programs as it related to grade point averages and retention rates. Additional focus was placed on Black and Pell-eligible participants of student success programming. The study was conducted using archival data from two mid-size, public, four-year institutions of higher education. One …

An Analysis Of How Student Transience Is Related To Achievement Test Scores In A Northeast Tennessee Elementary School., Dixie Chapman Bowen

Electronic Theses and Dissertations

Few data exist that specifically examine the relationship between student transiency and achievement test scores. No concrete data exist on any of the Bristol, Tennessee, City Schools that specifically examine the relationship between student transience and achievement test scores. Few studies use quantitative measures to investigate the relationship of transiency on achievement. This study is significant because the researcher used data collected through quantitative methods to examine the impact of transience on one school.

This dissertation addressed the question, “How is achievement related to transiency?” Additional questions included: “How do nontransient first through sixth graders perform on the Terra Nova …

Relationships Among Teachers' Efficacy, Teachers' Locus-Of-Control, And Student Achievement, David L. Burrell

Electronic Theses and Dissertations

The purpose of this study was to determine if teacher effectiveness, as measured by value-added gain scores on student achievement, was related to the teacher personality characteristics of efficacy and locus of control. The value-added mean gain scores for each teacher were correlated with teachers' scores on the Rand Corporation Efficacy Scale and the Rose and Medway Teacher Locus of Control Scale. A multiple regression analysis was used to determine if these teacher characteristics along with selected demographic variables could be used as good predictors of achievement gain. The population consisted of 132 middle school teachers across five subject areas …