Factors affecting academic achievement of elementary students in the Metropolitan Nashville Public Schools
Abstract
This ex-post facto study had the dual purpose of: (1) predicting achievement based on student attendance, mobility, and suspensions, and (2) explaining the differences in achievement based on student race, gender, and poverty level. The sample included third and fourth grade students who took the 2006 TCAP in the Metropolitan Nashville Public Schools. The analyses of data revealed significant relationships between student attendance, mobility, and suspensions and academic achievement and significant differences in student achievement based on student race, gender and poverty level. One divergent finding was that there was no significant difference in student achievement in mathematics based on gender. The results suggest that there are achievement gaps based on race, gender, and student poverty and that students with poor attendance, frequent school moves, and who were absent due to out of school suspensions had lower rates of academic achievement.
Subject Area
Educational administration|Elementary education
Recommended Citation
Sharon D Williams,
"Factors affecting academic achievement of elementary students in the Metropolitan Nashville Public Schools"
(2007).
ETD Collection for Tennessee State University.
Paper AAI3259040.
https://digitalscholarship.tnstate.edu/dissertations/AAI3259040