Dr. Patrick Cullen

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Title An evaluation of selected demographic characteristics of the junior class of the Alliance, Nebraska high school
Author Cullen, Patrick W.
School The University of Nebraska - Lincoln
Degree EdD
Date 1998
Adviser Sybouts, Ward
Pages 159
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Abstract The purpose for conducting this study was to examine student success at Alliance High School, Alliance, Nebraska. Student success, which was based on weighted GPA and CTBS scores, was compared with nine selected characteristics to determine which characteristics were related to student success. The dependent variable was "success" in school as measured by the weighted GPA scale and CTBS scores. Independent variables included the following characteristics: (1) family, (2) socio-economic background, (3) ethnicity, (4) school attendance, (5) involvement in school activities, (6) gender, (7) job, (8) homework, and (9) sense of belonging. A survey instrument was developed that included the common characteristics that served as the independent variables. In addition, the Florida Key Self Evaluation instrument was used to determine a student's sense of belonging. The data were collected during the student's junior English class. The analyses used included a multiple regression analysis, correlations, and a comparison of means. The significant findings from the study were: (1) The relationships between the father's educational level and the CTBS scores and GPA of the students were statistically significant. (2) The relationships between CTBS scores and GPA and students involved in school activities were statistically significant. (3) Students who reported that (a) academic success was important, (b) sponsors or coaches took more time to visit, and (c) they felt more comfortable participating in class had significantly higher GPAs and CTBS scores. (4) Students who reported that their job was more important than school and worked more than 20 hours a week had significantly lower GPAs and CTBS scores. (5) Students who used the computer to do homework had significantly higher GPAs. (6) The students who were most actively involved in homework earned higher grades.
 
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