| dc.description.abstract | The major purpose for the study was to determine if a relationship existed between district ratings, as assigned by the Texas Education Agency, and population groups, funding, and class size. The variables utilized for this study included the following number of student ethnicity/ race (African American, Hispanic, and White) utilized in a district rating as well as, the Economically Disadvantaged group indicator. The groups were coded to indicate each district that had a particular student group applied towards the district's accountability rating. It was then determined how many race/ ethnicity indicators counted in a rating for each district. In addition, teacher-to-student ratio and funds spent per student were analyzed. The study also explored the relationship between ratings and college readiness of students. It is possible for a district in Texas to attain one of four ratings. Three separate logistic regressions were calculated using several independent variables as predictors. Two research questions examined the relationship between college readiness and ratings. A point biserial correlation was calculated to determine the relationship between ratings and college readiness as determined by the Reading test scores. A point biserial correlation was run to determine the relationship between ratings and college readiness as determined through Mathematics test scores. No included variables were found to effectively discriminate between Academically Acceptable and Academically Unacceptable districts. The number of race/ethnic groups utilized in the rating as well as the economically disadvantaged indicator both contributed to a district being rated Recognized or Academically Acceptable. The economically disadvantaged indicator was found to predict a district being rated Exemplary or Recognized. Findings indicated that ratings and college readiness were positively correlated for both the Reading and Mathematics assessments. | en_US |
