The Impact of Teacher, School, and Student Factors on Standardized Student Test Scores Using Multidimensional Approach

Abstract


 
 
 
 This study examines the effect of teacher (race, salary, and experience), school (climate and Financial Efficiency Star Rating), and student (attendance and mobility) factors on student Math and ELA standardized test scores in elementary (n = 1140) and middle (n = 451) public schools across the state of Georgia. The data used in this study was collected by Georgia Department of Education (GaDOE) during the 2018-2019 school year. Three multivariate linear regression models are utilized to explore the main and interaction effects within and between factors. The first model analyzes the main effects of the three independent variables (teacher, school, and student) separately and then in a single combined model accounting for all factors. Individual model approach reveals strong positive correlations with Math and ELA test scores for all factors. However, the impact of each factor is greatly diminished in a combined model approach. The second model reveals that the interaction effects within factors does not impact student test scores significantly. Meanwhile, results from the third model show that the interactions between the three independent variables yield a modest impact on student test scores. Findings from this study can guide educators and policymakers to focus on factors that can improve student standardized test scores and meet the accountability mandate for school achievement as set by the Every Student Succeeds Act (ESSA) of 2015 and its predecessor No Child Left Behind (NCLB) Act of 2001.