Date of Award
Master of Public Administration (MPA)
Dr. Cynthia E. Lynch
Dr. Aziza Zemrani
Dr. William L. Turk
This study concentrates on identifying whether school type affects student achievement. Throughout this thesis, school type is the independent variable and student achievement is the dependent variable. School type was measured according to whether the school was classified as either a public school or charter school. In addition, school type was further defined according to the following variables: total academic and administrative staff, number of principals, number of assistant principals, school size, number of teachers, student teacher ratio, and student type. School expenditures, time, and method of teacher certification are the control variables. For the purpose of this thesis, student achievement was measured according to the percentage of students that met passing standards on the Texas Assessment of Knowledge and Skills (TAKS) test. Independent sample t-test and multiple regression analysis are the inferential statistics used to determine the degree of influence school type has on student achievement. Overall, a relationship between school type and student achievement was found.
University of Texas-Pan American