THE EFFECT OF SCHOOL CLIMATE (STUDENT AND TEACHER ENGAGEMENT) ON STUDENT PERFORMANCE

Title of Dissertation: THE EFFECT OF SCHOOL CLIMATE (STUDENT AND TEACHER ENGAGEMENT) ON STUDENT PERFORMANCE Kenneth L. Marcus, Doctor of Education, 2016 Directed By: Dr. Thomas Davis, Assistant Professor, Education Policy and Leadership, Department of Teaching and Learning, Policy and Leadership This quantitative research study was designed to compute correlations/relationships of student engagement and student achievement of fifth grade students. Secondary information was collected on the relationship of FARMS, type of school, hope, and well-being on student achievement. School leaders are charged with ensuring that students achieve academically and demonstrate their ability by meeting identified targets on state and district mandated assessments. Due to increased pressure to meet targets, principals implement academic interventions to improve student learning and overlook the benefits of a positive school climate. This study has provided information on the impact of school climate on student achievement. To conduct this study, the researcher collected two sets of public fifth grade data (Gallup Survey student engagement scores and DSA reading, mathematics, and science scores) to determine the relationship of student performance and school climate. Secondary data were also collected on teacher engagement and the percentage of students receiving FARMS to determine the effect on students. The findings from this study reinforced the belief that school climate can have a positive effect on student achievement. This study contributed quantitative data about the relationship between school climate and school achievement.

An Examination of Parental Engagement During the Middle School Years

The purpose of this quantitative study was to explore the previously unexamined phenomenon of middle school parental engagement in a large urban/suburban/rural school district of 209 schools in the mid-Atlantic region of the United States. Across 22 middle schools serving grades six-eight, this study collected and examined perceptions of the three key adult stakeholder groups – administrators, teachers, and parents – most actively involved in middle school parental engagement as described within the theoretical framework of academic socialization. Their reports of observable parental engagement activities were used to document how district stakeholders operationalize behaviors that represent the five actionable constructs and three themes of academic socialization to determine how the district “fares” in employing academic socialization as a middle school parent engagement strategy. The study also applied quantitative descriptive analysis through a one-way ANOVA to determine the significance of observable variations in actionable constructs between the perspectives of the three stakeholder groups. Finally, the study illuminated, through regression modeling, when confounding factors/independent variables such as race, income, school size, administrator and teacher experience, parents’ educational background, etc., impacted operationalization of academic socialization behaviors for middle school parent and family engagement. Rejecting the null hypothesis, the study found that the three stakeholder groups had statistically significant differences in perceptions of their implementation of activities aligned to academic socialization. This study ultimately illuminated ways in which these adult stakeholder groups share similar and varied perceptions about their engagement actions that support the achievement and maturation of middle school students. Significantly, this study provided key findings that illuminated areas that can be systemically addressed to transform middle school parent engagement practices through applied academic socialization theory into consistent and effective collaborative efforts between the home and school. The process of operationalizing academic socialization was outlined in terms that any school or district can follow to improve programs and practices of middle school parental engagement to serve in the best interests of students during this period of great transition for both child/adolescent growth and development and adult navigation of systems to provide support for students in this unique stage of growth and maturation.