<p> This quantitative study was designed to be an analysis of the relationship between school climate and student achievement through the creation of an index of climate-factors (SES, discipline, attendance, and school size) for which publicly available data existed. The index that was formed served as a proxy measure of climate; it was analyzed through both a hierarchical clustering method and a multiple regression.</p><p> The data used for the study was drawn from a sample of 335 middle schools in the Commonwealth of Virginia, and student achievement was measured using pass percentage rates for each school on the Virginia SOL tests in each of the four tested content areas. Through analysis of the data generated through both the cluster analysis and the multiple regression process, a clearer picture of the relationship between school climate and student achievement was revealed. Five clusters of schools emerged from the cluster analysis, ranging from highly negative to highly positive in terms of climate. Findings indicated that for each of the four core content areas, there was a significant difference in the mean achievement of each cluster; these findings supported the general hypothesis of the study that as climate becomes more positive student achievement rises. Further, the multiple regression analysis supported the findings of the cluster analysis. With regard to the variables used as climate factors, both the cluster analysis and the multiple regression analysis showed that school size had the least impact on achievement whereas SES had the greatest impact. In both analyses, the climate factors reflected a more significant relationship to student achievement when examined collectively.</p>

<p>The need for accurate information about the achievement of students whose military parents are deployed to a war zone or whose military parents are eligible although not currently deployed to a war zone is important in order to ensure that we are providing for the educational wellbeing of these children as their parents defend our nations freedoms. The purpose of this posttest-only comparative efficacy study was to determine the achievement outcomes of sixth-grade students with a military parent deployed to a war zone (<i>n</i> = 10) or sixth-grade students with a military parent not deployed to a war zone (<i>n</i> = 10) compared to same school students whose parents have no military affiliation (<i>n</i> = 10). The study&rsquo;s dependent measures were Academic achievement as measured by end of sixth-grade (1) Nebraska State Accountability Assessment Test-Math, (2) Nebraska State Accountability Assessment Test-Reading, (3) Measure of Academic Performance-Math, (4) Measure of Academic Performance-Reading, (5) Research School District&rsquo;s Descriptive Writing Assessment for (a) Ideas and Content, (b) Organization, (c) Voice, (d) Word Choice, (e) Sentence Fluency, and (f) Conventions, and (6) Research School District&rsquo;s Essential Objectives for (a) Language, (b) Math, (c) Science, (d) Social Studies, (e) Health, (f) Physical Education, and (g) Music. The overall pattern of end of sixth-grade statistical equipoise between group comparisons indicated that the goal of educational wellbeing for these students of military families, and control group students alike, was being met and was reflected in measured proficient and advanced level performance requiring students&rsquo; day-to-day engagement at school and support at home. </p>

Thesis (M.A.)--Ohio State University, 2007. / Includes bibliographical references (leaves 73-74). Available online via OhioLINK's ETD Center

Thesis (M.Ed.)--Regis University, Denver, Colo., 2008. / Title from PDF title page (viewed on Feb. 03, 2009). Includes bibliographical references.

Thesis (M.Ed.)--Regis University, Denver, Colo., 2008. / Title from PDF title page (viewed on July 23, 2008). Includes bibliographical references.

Thesis (Ph. D.)--University of Missouri-Columbia, 1997. / Typescript. Vita. Includes bibliographical references (leaves 207-227). Also available on the Internet.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 1999. / Includes bibliographical references.

Thesis (Ph. D.)--University of Missouri-Columbia, 1997. / Typescript. Vita. Includes bibliographical references (leaves 207-227). Also available on the Internet.

Thesis (Ed. D.)--Duquesne University, 2004. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 78-87) and index.

Thesis (Ph. D.)--University of Rhode Island, 2004. / Typescript. Includes bibliographical references (leaves 71-89).