An analysis of the effects of teacher assignment in the Houston Independent School District on student academic achievement

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dc.contributor.committeeMemberDworkin, A. Gary
dc.contributor.committeeMemberBell, David P.
dc.contributor.committeeMemberBlack, Frank S.
dc.creatorSanders, Jimy Mack
dc.date.accessioned2020-10-27T17:09:39Z
dc.date.available2020-10-27T17:09:39Z
dc.date.issued1978
dc.description.abstractThe Singleton Ratio is a court ordered plan requiring the racial makeup of certified employees and teacher aides in every school of a district to roughly represent the racial characteristics of those employees district wide. The ongoing educational process between determinants of student achievement and student achievement outcomes is the avenue through which the Singleton Ratio process may affect student achievement. Faculty desegregation has impacted certain determinants of student academic achievement (e.g., teaching experience of faculty members, the degree of similarity between the ethnic backgrounds of students and teachers). The resulting changes in these determinants of student achievement have, it is alleged by critics of the faculty desegregation policy, tended to lower student and teacher commitment to the educational attainment of students. As a result of lowered commitment among students and teachers, it is further charged that the academic achievement outcomes of students have been lowered. A model has been developed in order to analyze the theoretical process described above. The model considers several determinants of student academic achievement which have been affected by the Singleton Ratio process and observable indicators of student commitment, teacher commitment and student academic achievement. The results of measuring the strengths of the relationships within the model suggest that the Singleton Ratio process has not affected student academic achievement in the elementary grades of the Houston Independent School District.
dc.description.departmentSociology, Department of
dc.format.digitalOriginreformatted digital
dc.format.mimetypeapplication/pdf
dc.identifier.other4674479
dc.identifier.urihttps://hdl.handle.net/10657/7035
dc.language.isoen
dc.rightsThis item is protected by copyright but is made available here under a claim of fair use (17 U.S.C. §107) for non-profit research and educational purposes. Users of this work assume the responsibility for determining copyright status prior to reusing, publishing, or reproducing this item for purposes other than what is allowed by fair use or other copyright exemptions. Any reuse of this item in excess of fair use or other copyright exemptions requires express permission of the copyright holder.
dc.subjectAcademic achievement
dc.subjectHouston Independent School District
dc.titleAn analysis of the effects of teacher assignment in the Houston Independent School District on student academic achievement
dc.type.dcmiText
dc.type.genreThesis
thesis.degree.collegeCollege of Social Sciences
thesis.degree.departmentSociology, Department of
thesis.degree.disciplineSociology
thesis.degree.grantorUniversity of Houston
thesis.degree.levelMasters
thesis.degree.nameMaster of Arts

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