Date of Award
EdD Education Leadership, Management and Policy
Education Leadership, Management and Policy
Christopher H. Tienken
Luke J. Stedrak
School Day Length, HS Exit Exams, High Stakes Testing, Student Achievement, Student Variables, Teacher Variables, School Variables, NJ HSPA
This study examined the strength and the direction of the relationship between the length of the school day and Grade 11, 2011 New Jersey High School Proficiency Assessment (HSPA) scores found on the New Jersey Department of Education (NJDOE, 2012a) website. Student achievement scores on the Grade 11, 2011 HSPA in Language Arts and Mathematics were analyzed separately. Analyses were conducted using simultaneous regression and hierarchical multiple models. All student data explored in this study pertained to 98,218 first-time, Grade 11 students (NJDOE, 2011c) enrolled in 326 public high schools in districts designated by District Factor Groups A-J (NJDOE, 2012a) comprehensive high schools located in the state of New Jersey during the 2010-2011 academic school year. The results of the study revealed that using the length of the school day as an independent variable to predict the dependent variable of student 2011 NJ HSPA mathematics passing percentage accounted for 1.8 percent in the variance. For Language Arts, however, the length of the school day was found to have a non-statistically significant relationship with the original dependent variable (the HSPA passing percentage).
The sample was taken from the NJDOE, NJ School Report Card 2011 (NJDOE, 2012a) representative of a proportional random sample of the state's district composition. Recommendations for policy, practice, and future research were explored.
deAngelis, Phyllis, "The Influence of the Length of the School Day on Grade 11 NJ HSPA Scores" (2014). Seton Hall University Dissertations and Theses (ETDs). 1978.