Relationships among external environment, school system variables, and student achievement
Date
1993
Authors
Chen, Guangyu Greg
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Abstract
This study examined the relationships among school external environment, school system variables, and student achievement. Data from 79 secondary schools in British Columbia were used. The unit of analysis was the school.
School external environment was measured by an index reflecting the demographic and socioeconomic environment of the school district. School system variables included school size and school process variables. Student achievement was measured by school mean scores on the provincial grade 12 mathematics and English examinations and teacher ratings of student intellectual development.
The main analytic techniques employed in the study were Pearson's correlations, principal components analysis, canonical correlation analysis, and hierarchical multiple regression analysis.
The results confirmed that school external environment was significantly positively correlated with student achievement measures. School external environment accounted for about 34% of variance in school mathematics examination scores , 8% of variance in school English examination scores, and 15% of variance in teacher ratings of student intellectual development.
The results indicated that school system variables as a set and student achievement measures as the other were significantly positively correlated. At p<.05 level, school size , teacher preparation and assignment, attention to individual student's needs, professional development, and school culture in the school system variable set accounted for 15% of variance in student achievement.
Controlled for school external environment, treated as separate measures of student achievement, school mathematics examination scores were found to be correlated with school system variables as a set. Specifically, school size and individual attention in the school system variables set were identified to be significant.
School English examination scores were found not to be correlated with school system variables as a set, school external environment being statistically controlled.
Teacher ratings of student intellectual development were found to be correlated with school system variables as a set. Two variables in the school system variable set, Parent/community Participation In Education and School Culture, were identified to be significant, school external environment being statistically controlled.
The study concluded by stating that school system variables, which are under the control of educators and policy makers, accounted for a meaningful proportion of variance in student mathematics achievement and teacher ratings of student intellectual development. Further investigation to test the causal links among the variables was suggested.