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dc.contributor.authorPrichard, Kenneth Lane
dc.description.abstractThis study used data from the 2004 High Schools That Work Assessment to determine if a connection existed between high school advisement programs and increased student achievement as measured on the reading, mathematics, and science sections of the National Assessment of Educational Progress (NAEP). Select responses from student surveys were used to analyze the link between achievement scores and actions associated with teacher advisement programs. A review of literature related to high school advisement programs and parent involvement in planning and updating high school students’ courses of study was presented. Statistical analyses included comparative and descriptive statistics. High school students who had teacher advisors for all four years of high school, who helped them with their yearly review of course selections, had higher average NAEP scores than students who had no one to help them with a yearly review. In addition, students who indicated a teacher advisor was the person who helped them the most in high school had higher average NAEP scores than did students who indicated they had no one to help them in high school.
dc.subjectAdvisement Programs
dc.subjectTeacher Advisement
dc.subjectParent Involvement
dc.subjectHigh Schools That Work
dc.subjectNational Assessment of Educational Progress
dc.titleThe impact of teacher advisement on student achievement
dc.description.departmentLifelong Education, Administration, and Policy
dc.description.majorEducation (Educational Leadership)
dc.description.advisorC. Kenneth Tanner
dc.description.committeeC. Kenneth Tanner
dc.description.committeeThomas Holmes
dc.description.committeeJo Blase

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