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Effects of Assessing School Profile ...

Tindol, Jason.

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Effects of Assessing School Profile Components to Predict Achievement Gains on the ACT Reading Test.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Effects of Assessing School Profile Components to Predict Achievement Gains on the ACT Reading Test./
Author:	Tindol, Jason.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
Description:	244 p.
Notes:	Source: Dissertations Abstracts International, Volume: 76-12, Section: A.
Contained By:	Dissertations Abstracts International76-12A.
Subject:	Educational sociology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3707396
ISBN:	9781321820638

Effects of Assessing School Profile Components to Predict Achievement Gains on the ACT Reading Test.
Tindol, Jason.

Effects of Assessing School Profile Components to Predict Achievement Gains on the ACT Reading Test. - Ann Arbor : ProQuest Dissertations & Theses, 2015 - 244 p.

Source: Dissertations Abstracts International, Volume: 76-12, Section: A.

Thesis (Ed.D.)--Union University, 2015.

This item must not be added to any third party search indexes.

Accredited Christian schools are aware that communities, parents, and students expect results toward academic achievement. Currently, the ACT serves as the evaluation colleges use to determine if students are college and career ready. Numerous opportunities for students may impact performance on the ACT, such as test preparation programs, rigorous courses, and high reading comprehension levels. Reading comprehension is extremely important in determining whether or not students will perform well on the ACT reading test. However, school profile components may also assist students within a high school to achieve academically on the ACT. The purpose of this study was to determine if tuition rates, enrollment, class sizes, type of accreditations, and the purchase of Christian or secular textbooks have an impact on performance on the ACT reading section. In other words, can profile components have an impact on ACT reading scores within Christian schools? Six hundred eleven Christian schools in the southeastern United States were invited to be in the study. Fifty-two responses from the two surveys were used to extrapolate data. The research question explored was: What impact does the type of accreditation, enrollment, tuition rates, class sizes, and the use of Christian and non-Christian textbooks have on ACT reading scores for Christian schools? Through conducting a multiple regression test, it was found that school profile components do not have an impact on increasing achievement on ACT reading scores. Although prior research indicates school profile components increase the likelihood for academic achievement, profile components did not have statistical significance for Christian schools in this study. Further implications of the findings are discussed.

ISBN: 9781321820638Subjects--Topical Terms:

519608
Educational sociology.
Subjects--Index Terms:

Accreditation

Effects of Assessing School Profile Components to Predict Achievement Gains on the ACT Reading Test.
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520 $a Accredited Christian schools are aware that communities, parents, and students expect results toward academic achievement. Currently, the ACT serves as the evaluation colleges use to determine if students are college and career ready. Numerous opportunities for students may impact performance on the ACT, such as test preparation programs, rigorous courses, and high reading comprehension levels. Reading comprehension is extremely important in determining whether or not students will perform well on the ACT reading test. However, school profile components may also assist students within a high school to achieve academically on the ACT. The purpose of this study was to determine if tuition rates, enrollment, class sizes, type of accreditations, and the purchase of Christian or secular textbooks have an impact on performance on the ACT reading section. In other words, can profile components have an impact on ACT reading scores within Christian schools? Six hundred eleven Christian schools in the southeastern United States were invited to be in the study. Fifty-two responses from the two surveys were used to extrapolate data. The research question explored was: What impact does the type of accreditation, enrollment, tuition rates, class sizes, and the use of Christian and non-Christian textbooks have on ACT reading scores for Christian schools? Through conducting a multiple regression test, it was found that school profile components do not have an impact on increasing achievement on ACT reading scores. Although prior research indicates school profile components increase the likelihood for academic achievement, profile components did not have statistical significance for Christian schools in this study. Further implications of the findings are discussed.
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