Date of Award

Spring 4-2021

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor

Dr. Robyne Elder

Second Advisor

Dr. Kevin Winslow

Third Advisor

Dr. Sheila Green-Samuels

Abstract

As previous studies have shown a relationship between school climate, attendance, and academic achievement within public schools nationwide, the current mixed methods study of the relationship between students’ perception of school climate, attendance, and academic achievement sought to explore such relationships within an urban charter high school in the Midwest. The researcher specifically examined student perceptions of teaching and learning, student-teacher relationships, school safety, and overall climate and investigated whether such perceptions were related to attendance rates or grade point average. For this study, approximately 63 participants in grades 9-12 voluntarily completed anonymous, electronic surveys (adapted from Panorama Instrument with permission). Using a Pearson Product Moment Correlation Coefficient and t-test for data analysis, the research findings showed no relationship between student perceptions of teaching and learning and attendance, no relationship between student perceptions of student-teacher relationships and attendance, no relationship between student perceptions of school safety and attendance and no relationship between student perceptions of overall school climate and attendance. Additionally, results indicated no relationship between student perceptions of teaching and learning and grade point average, no relationship between student perceptions of student-teacher relationships and grade point average, no relationship between student perceptions of school safety and grade point average, and no relationship between student perceptions of overall school climate and grade point average. Although none of the categorical variables were found to be directly correlated with attendance or academic achievement, data analysis showed that students’ responses to Question 3 (school safety) and their attendance rates were negatively iii correlated, and Question 4 (school safety) showed that students’ responses and their attendance rates were positively correlated. Quantitative and qualitative analyses provided the district, parents, students, and stakeholders with an in-depth view of student perceptions of the school climate and provided strong implications of possible ways to improve the school climate that may increase attendance rates and academic achievement.

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