The Relationship between Universal Non-Classroom Variables of Student Achievement and the Multiple Measurement Rating System for Minnesota Public High Schools: An Analysis of Systems Accountability
Doctor of Education
Current accountability trends in education require targeted strategic action planning (SAP) and school improvement planning (SIP). Data collected on student outcomes effectively informing SAP and SIP planning requires an understanding of relationships between internal classroom variables and external non-classroom variables of achievement. Minnesota’s multiple measurement rating (MMR) is a universal student outcome measurement used as the dependent variable that correlations from universal non-classroom factors of achievement can be based upon and will be the student outcome measurement for the current research. This study will examine the influence that five universal non-classroom factors of achievement have on student outcomes in Minnesota high schools. The two-stage study, using simple correlations, regressions and repeated measures found a relationship between five universal non-classroom variables on MMR composites scores. The results found establish a format and measurement relevant for school leadership, educational consultants, and lawmakers to establish priorities based on the current reality of schools, effectively prioritizing planning based on actual need versus assumption. Scholar’s future research focused on greater understanding of classroom and non-classroom factors of student achievement on student outcomes potentially deepens the understanding of the continuous improvement and strategic action planning process delivering meaningful, prioritized, and usable results.