Comparison of magnet school program options and magnet school to non -magnet school program options
Abstract
The purpose of this causal comparative study was to compare student achievement between two magnet school program types as well as to make a comparison to student achievement in a non-magnet school program. Two elementary magnet school programs in one elementary school and one non-magnet elementary school were selected for this study within the same school corporation. Thirty-five students from each school were selected through a matching process on the following criteria; gender, race (minority or non-minority), grade (5 th), and a minimum of 3 years of attendance at the designated school. Two additional variables, cognitive ability and social economic status, were controlled through the use of covariates within a general linear model. A total of 105 fourth and fifth grade student scores on standardized tests were used in this study. To measure student achievement, two standardized tests including the Indiana Statewide Test of Educational Progress+ (ISTEP+) and the California Achievement Test-6 (CAT-6), were used in the data analysis. An analysis of covariance (ANCOVA) method using a general linear model (glm) was applied to the achievement test results to determine a significant difference among immersion magnet school, global magnet school, and non-magnet school types. Using a general linear model, a type III sum of squares analysis was conducted to determine the unique contribution of each school type. A contrast analysis was applied to compare student achievement in the non-magnet school with the two magnet school programs and to compare the two types of magnet school programs. After controlling for race, gender, grade, cognitive ability, social economic status, and years of attendance at the school program type, there were no significant differences between student achievement. Implications from this research study involve school corporation leaders examining their per pupil expense for magnet school programs, evaluating the magnet schools for student achievement, including control methods when comparing schools, and establishing clear purposes for magnet schools other than increase student achievement.
Degree
Ph.D.
Advisors
Kline, Purdue University.
Subject Area
Educational administration|Elementary education
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