Abstract
The purpose of this analysis was to examine issues of equity and excellence by means of exploring the relevance of school and sociodemographic variables on student performance in a large county of Kentucky. The study was correlational in nature. Hierarchical multiple regression analyses were used to identify the predictors of student achievement for the last four years. The predictors included school and sociodemographic variables. The dependent variable was operationalized using school scores on a standardized test, the Comprehensive Test of Basic Skills (CTBS). Previous research suggesting that poverty is the best predictor of educational outcomes was supported, but other variables were also found to be significant. Implications for policy and administrative practice are discussed.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
