The effects of stability on mastery of the Texas Assessment of Academic Skills (TAAS) test objectives on elementary students at three military installations in Texas /
The purpose of this study was to examine the relationship between stability and academic performance as measured on the Texas Assessment of Academic Skills (TAAS) test of fourth- and fifth-grade students over a three-year period in selected Texas public school districts on military installations in...
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
[publisher not identified] ;
2000.
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| Subjects: | |
| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=727830701&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | The purpose of this study was to examine the relationship between stability and academic performance as measured on the Texas Assessment of Academic Skills (TAAS) test of fourth- and fifth-grade students over a three-year period in selected Texas public school districts on military installations in San Antonio, Texas, and to compare the findings to three non-military public elementary schools. Research findings indicate that the military students enter school performing at a higher academic level than the non-military students and continue to outperform them after three years. The chi-square procedures indicated there was not a statistical difference between the two variables of (a) mastery of all objectives and (b) time in the district. An analysis of variance determined no statistical difference between the means of the combined groups of the military schools for fourth-grade students taking the TAAS test one or two years. Fifth-grade students in two of the military districts showed no statistical differences in TAAS test performance the second year but did begin to show improvement by the third year indicating that increased enrollment in their schools did make a difference. One district did indicate a statistical difference drop in TAAS scores for fifth-grade students but showed gain by the third year. Based on the findings of this study, the researcher recommendations include: 1. Further study to identify other variables in the military culture, which could include but not be limited to the expectations of the family and community, that may influence the students to perform better academically. 2. Staff development training for educators to increase their understanding of and sensitivity to the turmoil affecting military families in transition which will promote the social and emotional resiliency needed to continue their learning. 3. Implementations of cooperative efforts or partnerships among schools, city and county governments, and state governments that address curriculum and grading differences, credit variances, and graduation requirements, in order to find solutions for the military child. 4. Research to reveal teacher adjustments in instruction and curriculum when the composition of their classroom changes as new students enroll and others withdraw. |
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| Item Description: | Vita. "Major Subject: Educational Administration". |
| Physical Description: | xii, 146 leaves ; 28 cm. Issued also on microfiche from University Microfilm Inc. |
| Bibliography: | Includes bibliographical references (leaves 119-127). |