Date of Award

Spring 4-29-2021

Degree Type

Dissertation

Degree Name

Executive Ed.D. in Education Leadership Management and Policy

Department

Education Leadership, Management and Policy

Advisor

Christopher Tienken, Ed.D.

Committee Member

Byron Darnall, Ed.D.

Committee Member

Tom Fry, Ed.D.

Keywords

socioeconomic, predictive, demographic, AYP, performance, High-Stakes Testing, OGT, OST, Third Grade Reading Guarantee, SES

Abstract

The purpose for this quantitative non-experimental, correlational, explanatory study was to determine the predictive accuracy of family and community demographic variables found in United States census data at the community level for the OST in reading. Specifically, the study extended the work in order to analyze the reading student proficiency results from the 2017 OST for third grade, and 2010 Ohio census data. Three research questions were utilized, which include how accurately out-of-school family and community capital factors predict a school district’s percentage of students scoring proficient or above on the 2017 OST third grade reading assessment and how accurately out-of-school socioeconomic factors predict a school district’s percentage of students scoring proficient or above on the 2017 OST third grade reading assessment. Bronfenbrenner’s Ecological Systems Theory was used as the main framework to guide the study. The researcher employed a non-experimental quantitative study with a correlational design. This study utilized secondary data from the 2017 third grade Ohio State Test for reading as published on each school district’s annual Local Report Card. SPSS was used by the researcher in analyzing the research data. The data analysis involved performing hierarchical multiple regression analyses. This study established that out-of-school family and community capital factors significantly predict a school district’s percentage of students scoring proficient or above on the 2017 OST third grade reading assessment. An increase in the percentage of parents with a high school education by one unit resulted in an average increase in reading scores by 0.599, while holding all other predictors constant. Similarly, an increase in the percentage of parents with a bachelor’s degree by one unit resulted in an average increase in reading scores by 0.391. Lastly, an increase in the district percentage of single parent households by one unit resulted in an average decrease in reading scores by 0.698.

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