Date of Award
2019
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Education
Abstract
The purpose of this quantitative study was to determine if teacher and administrative experience in public schools has an impact on student standardized test achievement in poverty schools. The study determined the previous school accountability score given by the state provides predictable outcomes for the next years score within poverty schools. The study also determined the relationship between faculty experience and student success in both math and English language arts (ELA) Indiana Statewide Testing for Educational Progress (ISTEP) test scores within poverty schools was not statistically significant. Additionally, the study determined the relationship between administrator experience and student success in both math and ELA ISTEP test scores within poverty schools was not statistically significant.
Recommended Citation
Thompson, Matthew M., "Defying Poverty: Educator Impact On High Performing, High Poverty Students" (2019). All-Inclusive List of Electronic Theses and Dissertations. 1584.
https://scholars.indianastate.edu/etds/1584