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PASSING CAHSEE BUT FAILING MATH AND ENGLISH:
WHAT BEST PREDICTS HIGH SCHOOL CLASSROOM ACHIEVEMENT?
by
Brian Mason
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
December 2008
Copyright 2008 Brian Mason
Object Description
| Title | Passing CAHSEE but failing math and English: what best predicts high school classroom achievement? |
| Author | Mason, Brian |
| Author email | bmason@usc.edu; bkmason@usctrojans.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education |
| School | Rossier School of Education |
| Date defended/completed | 2008-07-10 |
| Date submitted | 2008 |
| Restricted until | Unrestricted |
| Date published | 2008-11-04 |
| Advisor (committee chair) | Dembo, Myron |
| Advisor (committee member) |
Stowe, Tim Espalin, Charles |
| Abstract | Numerous states, including California, require high school students to pass a summative exit exam as a graduation criterion. Despite passing this exam of basic skills, many students are underachieving in the classroom, receiving failing grades in the same subjects that comprise the exit exam they have already passed. This study examines five factors that might best predict classroom underachievement among high school students who have passed their exit exam; the five motivational constructs examined are attitude towards school, attitude towards teachers, selfregulation, self-efficacy, and valuing the goals of school. Data analysis from student surveys measuring those five constructs reveals that, in contrast to some other existing research, only valuing the goals of school is a significant predictor of classroom achievement. |
| Keyword | achievement; high school; CAHSEE; self-efficacy |
| Geographic subject | educational facilities: West High School |
| Geographic subject (city or populated place) | Torrance |
| Geographic subject (state) | California |
| Coverage date | 1999/2008 |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m1747 |
| Rights | Mason, Brian |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-Mason-2333 |
| Archival file | uscthesesreloadpub_Volume17/etd-Mason-2333.pdf |
Description
| Title | Page 1 |
| Full text | PASSING CAHSEE BUT FAILING MATH AND ENGLISH: WHAT BEST PREDICTS HIGH SCHOOL CLASSROOM ACHIEVEMENT? by Brian Mason A Dissertation Presented to the FACULTY OF THE ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION December 2008 Copyright 2008 Brian Mason |
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