A Discriminant Function Analysis of DASS High Schools And Traditional Public High Schools in California

• In Event: AERA Roundtable Session Thursday 4:15 pm
  In Roundtable Session: Reimagining What Works: Critical Perspectives on School Effectiveness and Improvement Research

Abstract

A quantitative research study using discriminant function analysis was conducted to investigate how the following independent variables: 1) Diversity of Math Courses, 2) Diversity of Science Courses, 3) Graduation Cohort A-G Completion Rate, 4) CAASPP Math Test Score, 5) California Science Test Score, may predict classification of Dashboard Alternative School System Schools (DASS) and Traditional Public High Schools (TPHS) within an urban district in California. Findings from the study inform us that all of our independent variables help to discriminate between DASS & TPHS. Where higher A-G completion is a better discriminator of TPHS classification, higher Diversity of Math Courses is a better discriminator of TPHS classification, and a lower CAASPP Math Score is a better discriminator of DASS classification.

Author

• Anthony Peña, California State Polytechnic University - Pomona