Assessing the effectiveness of New Hampshire elementary schools: an effective schools approach
Authors
Fortner, Tara
Description
Despite consistently strong performances among NH 4th graders on the NAEP
assessments, large disparities have been observed among NH elementary students on the
NECAP assessments based on race and SES. The current study assessed the effectiveness
of NH elementary schools, as defined by the effective schools research. Of the 209
elementary schools included in the current study, 8.6% were effective for reading, while
9% were effective for math. Multinomial logistic regression analyses revealed that
student body composition, school funding practices, and teacher qualifications could each
differentiate effective schools from other schools. The percentage of low-income students
in a school had the strongest explanatory power on the effectiveness of schools
accounting for 84% of the variability in the effectiveness of schools for reading and 86%
of the variability in the effectiveness of schools for math. Student body composition was
found to be highly associated with school funding practices and teacher qualifications.
Identifier
psu-etd-119