Research: High School and Student Achievement

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THE IMPACT OF SCHOOL FACILITIES ON STUDENT ACHIEVEMENT,
ATTENDANCE, BEHAVIOR, COMPLETION RATE AND TEACHER
TURNOVER RATE IN SELECTED TEXAS HIGH SCHOOLS
A Dissertation
by
ROBERT SCOTT MCGOWEN
Submitted to the Office of Graduate Studies of Texas A&M University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY December 2007
Major Subject: Educational Administration THE IMPACT OF SCHOOL FACILITIES ON STUDENT ACHIEVEMENT, ATTENDANCE, BEHAVIOR, COMPLETION RATE AND TEACHER
TURNOVER RATE IN SELECTED TEXAS HIGH SCHOOLS
A Dissertation
by
ROBERT SCOTT MCGOWEN
Submitted to the Office of Graduate Studies of
Texas A&M University
in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY
Approved by:
Chair of Committee, Luana Zellner
Committee Members, Virginia Collier
Robert Hall
Ben Welch
Head of Department Jim Scheurich
December 2007
Major Subject: Educational Administrationiii
ABSTRACT
The Impact of School Facilities on Student Achievement, Attendance, Behavior, Completion Rate and Teacher Turnover Rate at Selected Texas High Schools. (December 2007)
Robert Scott McGowen, B.S., Texas A&M University;
M.S., University of Houston, Clear Lake
Chair of Advisory Committee: Dr. Luana Zellner
The purpose of this study was to explore the possible relationship between school facility conditions and school outcomes such as student academic achievement, attendance, discipline, completion rate and teacher turnover rate. School facility condition for the participating schools was determined by the Total Learning Environment Assessment (TLEA) as completed by the principal or principal’s designee on high school campuses in Texas with enrollments between 1,000 and 2000 and economically disadvantaged enrollments less than 40%. Each school in the study population was organized by grades nine through twelve. Data for achievement, attendance, discipline, completion rate and teacher turnover rate were collected through the Public Education Information Management System (PEIMS) managed by the Texas Education Agency.

Student achievement, attendance, discipline, completion rate and teacher turnover rate and their relation to school facilities were investigated using multiple regression models to compare sections and subsections of the TLEA with each of the iv five dependent variables. Major research findings of this study included the following: first, student achievement, attendance and completion rate measures were not found to be statistically significant in relation to school facility conditions as measured by the TLEA at the 0.05 level; second, discipline, or behavior, was found to be significantly related to the TLEA. This indicates that the subsections of the TLEA could be used to predict discipline factors for schools in the study population; third, teacher turnover rate was found to be related to the TLEA subsections of Specialized Learning Space and Support Space, with the correlation to Support Space being indirect. Literature from prior studies infers that relationships do exist between all five of the study’s dependent variables. However, this study only yielded significant findings in the areas of student discipline and teacher turnover.

The researchers recommendations based upon this study include the following: administrators and designers should take into account factors such as interior environment and academic learning space when planning schools to positively impact student discipline; school design and construction should focus on specialized learning spaces and other academic areas more than administrative support spaces when striving to increase teacher satisfaction with physical working conditions.v DEDICATION

This dissertation is dedicated to my parents, Ron and Linda McGowen, who have always supported my academic endeavors; to my sons, Ty, Sully, Cody and Davis, to whom I will hopefully instill a love of learning; and to Michelle McGowen and Elisa...
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