The relationship between reported incidents of student discipline and student achievement across four Eastern states

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dc.contributor.authorWarren, Andrea Frazieren
dc.contributor.committeechairTwiford, Travis W.en
dc.contributor.committeememberSoltner, Eugeneen
dc.contributor.committeememberRogers, Catherine S.en
dc.contributor.committeememberFortune, Jimmie C.en
dc.contributor.departmentEducational Leadership and Policy Studiesen
dc.date.accessioned2014-03-14T20:10:49Zen
dc.date.adate2007-05-07en
dc.date.available2014-03-14T20:10:49Zen
dc.date.issued2007-04-17en
dc.date.rdate2010-10-07en
dc.date.sdate2007-04-25en
dc.description.abstractThe No Child Left Behind (NCLB) Act of 2001 was established to improve student achievement among all public school students. To accomplish this goal, this federal mandate requires each state to establish the seven set priorities under NCLB. In addition, each state is required to establish and report their accomplishments and failures annually. One priority listed under NCLB required that all public schools establish a safe learning environment for students, school staff, and parents (U.S. Government, 2001). Some researchers have identified a high frequency of student discipline incidents, resulting in high suspension and expulsion rates, as a negative constuct that hinders teachers from establishing a nurturing learning environment. As a result, students are unable to develop the skills they need to successfully pass their state-wide assessment test (Howard et. al., 1987; Hernandez & Seem, 2004). Therefore, this study was designed to determined if there is a relationship between incidents of student discipline and student achievement across public school districts in Maryland, New Jersey, Pennsylvania, and Virginia. For the purpose of this study, a hierarchical clustering analysis was used to create five clusters of school divisions (N=1,108) within the four states according to similiarities. To accomplish this task, a data matrix was created, which contains data of the total number of incidents for disorderly conduct, weapon violations, substance abuse, and violence; the number of students receiving free and reduced lunch; and the number of students by race/ethnicity for each school district within the four states. The findings indicate that there is a relationship between incidents of student discipline and student achievement among the four states.en
dc.description.degreePh. D.en
dc.identifier.otheretd-04252007-144250en
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-04252007-144250/en
dc.identifier.urihttp://hdl.handle.net/10919/27281en
dc.publisherVirginia Techen
dc.relation.haspartDissertationFinal1.pdfen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectAcademic achievementen
dc.subjectstudent conducten
dc.subjectschool climateen
dc.subjectstudent disciplineen
dc.subjectstudent behavioren
dc.titleThe relationship between reported incidents of student discipline and student achievement across four Eastern statesen
dc.typeDissertationen
thesis.degree.disciplineEducational Leadership and Policy Studiesen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.namePh. D.en

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