The Effects of Adequate Yearly Progress on Student Outcomes Among Public School Students in Texas
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D)
Department
Educational Administration
Date of Award
Summer 2013
Abstract
Adequate Yearly Progress (AYP) is the measure by which schools, districts, and states are held accountable for student performance as required by No Child Left Behind. Student outcomes in Texas schools are significantly impacted by the ability of individual schools and districts to meet federal and state AYP standards. The sample population included 30 districts identified in the state of Texas that met AYP and 30 districts in the state that did not meet AYP. The included districts were a random representation of the 20 ESCs located within Texas. Each district's data were analyzed for student outcomes of variance in student graduation rates, student attendance, and annual student dropout rates. Descriptive statistics, including mean and standard deviation, were collected to perform inferential stats on the two groups studied to discern whether a statistically significant difference in with AYP status classification among districts exists. The dependent variables of graduation and dropout rates yielded greater significance within districts that did not meet AYP.
Advisor
Maria Hinojosa
Subject Categories
Education | Educational Administration and Supervision
Recommended Citation
Kindle, Duana Theresa, "The Effects of Adequate Yearly Progress on Student Outcomes Among Public School Students in Texas" (2013). Electronic Theses & Dissertations. 161.
https://digitalcommons.tamuc.edu/etd/161
