Predictive Effects of Absence, Gender, and Lunch Status on Math and Literacy Achievement

Author

Megan Witonski, Harding University

Date of Award

5-2013

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

Advisor

Dr. Diana Julian

Abstract

The purpose of this study was to determine if any predictive effects exist between absence, gender, lunch status, and math and literacy achievement on exams. While research supported the predictive effects of absence, gender, and lunch status on achievement there was inadequate data to determine which predictor played a more significant role.

A quantitative, regression strategy was used to analyze data from students in a rural school in northwest Arkansas. All students in this rural district who had taken the Arkansas Augmented Assessment in math and literacy required under the Arkansas accountability requirements comprised the sample for this study. The population for this study included a total district population of 1,159 students with 89 fourth grade students and 105 eighth grade student that took the Arkansas Augmented Benchmark exam under the state mandated assessments.

Absence, gender, and lunch status, fourth and eighth grade Arkansas Augmented Benchmark exams served as independent variables. The measures for academic achievement, the dependent variables, were the Grades 4 and 8 literacy and math scaled scores from the Arkansas Augmented Benchmark exams. While the overall model was not statistically significant, student lunch status was the least significant while student absence had a stronger variable correlation.

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Recommended Citation

Witonski, Megan, "Predictive Effects of Absence, Gender, and Lunch Status on Math and Literacy Achievement" (2013). Dissertations. 44.
https://scholarworks.harding.edu/hu-etd/44