A Quality Education: Statistical Test

The table presents correlations, level of statistical significance, and the number of consequences for separately data pair in the correlation matrix. The statistical results that are relevant to the appropriate look into foreland identified above are those data sets that pair " locale of underwrite" or "socioeconomic status" with "reading regulate slay," "mathematics regulate score," "science standardized score," and "history/ geography standardized score."

tidings of Results. As the data presented in the " correlativity Matrix Table" indicate, the correlations surrounded by both "locus of control" and "socioeconomic status" and "reading standardized score," "mathematics standardized score," "science standardized score," and "history/geography standardized score" were statistically solid at p .000, which satisfies the requirement in the research question for the rejection of the null (p<.01). Further, the Pearson correlation coefficient in each instance was positive. These findings indicate that:

1. As subject internal locus of control increases, subject standardized scores increase in reading, mathematics, science, and history/geography.

2. As subject socio-economic status increases, subject standardized scores increase in reading, mathematics, science, and history/geography.

Statistically significant correlations between data pairs do not indicate a causal relationship between the variables. Thus, these findings do

Identification of Variables. Data for twain variables were obtained from NELS 88 (National educational Longitude Study of 1988). These two variables were as follows:

Identification of Variables. Data for two variables were obtained from NELS 88 (National Educational Longitude Study of 1988). These two variables were as follows:

cognition Standardized Score (coded as "by2xsstd"). Data were structured so that higher scores indicated higher proficiency in science.

Discussion of Results. As the data presented in the "Oneway" table indicate, the F-statistic of 11.97 indicates that the relationship between the dependent variable (socio-economic status) and the independent variable ( internal wrangle dry land) is statistically significant at p .

000, which satisfies the requirement in the research question for the rejection of the null (p<.05). Thus, at a general level, the statistical results permit a conclusion to be drawn that subject socio-economic status is a function of radix language background. As the data presented in the "Post Hoc Tests" table indicate, a home language background of "English- prevalent" is associated with a higher socio-economic status at a statistically significant level than are each of the other home language background categories?"Non-English only" (p .007), "Non-English dominant" (p .016), and "English-only" (p .000). These statistical outcomes were produced by both the Scheffe and the Dunnett T3 tests. Variations in socio-economic status in relation to multiple comparisons involving parings of the three home language background categories other than "English-dominant" were not statistically significant at p<.05. These statistical outcomes were produced by both the Scheffe and the Dunnett T3 tests. The surprises of these findings were that (1) "English-dominant," as a home language background, was associated with a higher socio-economic status than was "English-only" as a home language background, and that (2) "English-only," as a
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