The relationship of socio-cultural contextual factors in schools with academic achievement in adolescents of high ability

Cardinal Scholar

Show simple item record

dc.contributor.advisor Cross, Tracy L. en_US
dc.contributor.author Burney, Virginia H. en_US
dc.coverage.spatial n-us-in en_US
dc.date.accessioned 2011-06-03T19:23:45Z
dc.date.available 2011-06-03T19:23:45Z
dc.date.created 2007 en_US
dc.date.issued 2007
dc.identifier LD2489.Z68 2007 .B87 en_US
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/handle/175332
dc.description.abstract This study identified school and district level variables relevant to the relationship among advanced academic achievement, as defined by a score of 3, 4, or 5 on at least one Advanced Placement exam, and high school context, opportunities for social support and advanced academics, and district support for high ability students in grades K-12. Using school and district-level data from the Indiana Department of Education (IDOE), district level data on services for high ability students from the IDOE Division of Exceptional Learners, and school-level data from College Board, 49 variables are described for 339 public high schools. A hierarchical linear regression was applied to 15 independent variables thought to be most relevant to the explanation of the variance among high schools. After review, a second hierarchical regression was conducted with 9 retained independent variables explaining 80% of the variance in high performance. The retained variables included size of the graduating class, SAT average, demographic classification according to local population density, percentage of the community with less than a high school education, number of different AP exams offered by the school, ratio of the number of students scoring between 55 and 80 on the math portion of the PSAT to the number of graduates, ratio of the number of students taking SAT Subject Tests to the number of graduates, percentage of the school corporation enrollment identified as high ability, and the number of grade levels and subject areas in which advanced instruction differentiated for high ability students was offered for at least 150 minutes per week. The variables included in the first regression are delineated for the highest 34 (10%) and lowest 34 (10%) performing schools on the dependent variable to construct profiles of a high and low performing school. High performance is limited in small and rural schools. The overarching finding is that schools make a significant difference in the opportunities and development of high performance in adolescents of high ability. Future research directions are suggested and implications of the findings for policymakers are discussed. en_US
dc.description.sponsorship Department of Educational Psychology
dc.format.extent viii, 211 leaves ; 28 cm. en_US
dc.source Virtual Press en_US
dc.subject.lcsh Schools -- Indiana -- Sociological aspects. en_US
dc.subject.lcsh Academic achievement -- Indiana. en_US
dc.subject.lcsh Gifted children -- Education -- Indiana. en_US
dc.title The relationship of socio-cultural contextual factors in schools with academic achievement in adolescents of high ability en_US
dc.description.degree Thesis (Ph. D.) en_US
dc.identifier.cardcat-url http://liblink.bsu.edu/catkey/1370877 en_US


Files in this item

Files Size Format View

There are no files associated with this item.

This item appears in the following Collection(s)

  • Doctoral Dissertations [3248]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

Show simple item record

Search Cardinal Scholar


Browse

My Account