Anticipated Date of Graduation

Spring 2024

Document Type

Thesis

Degree Name

Master of Science in Mathematical Sciences

Department

Mathematical Sciences

First Advisor

Doug Darbro

Abstract

This study intended to determine if place of residence, length of time in a district, race, and socioeconomic status were statistically significant predictors of academic success and disciplinary issues. The study took place in the Mississinawa Valley School District, a small district in western Ohio consisting of a mix of students from both rural and urban/suburban areas. Existing literature on districts comprising rural and urban portions was missing, allowing this study to fill a gap in research. A sample of 2,002 students from the school from 2008 to 2023 was analyzed to answer two primary research questions. Three separate multiple regression models were created to inspect academic success, which was measured by GPA, Ohio State Test average scores, and ACT composite scores. A logistic regression was used to study disciplinary status, which was dichotomized as no recorded incidents or at least one recorded incident. Place of residence significantly predicted GPA and state test scores, where rural students scored higher than in-town students. The number of years in the district significantly predicted GPA and disciplinary incidents, with more years leading to a higher GPA and greater odds of having at least one disciplinary incident. Race only significantly predicted discipline, with non-White students being found more likely to have no incidents than White students. Socioeconomic status, as determined by free / reduced lunch status, was a significant predictor for all four models, where students on free lunch performed significantly worse academically and behaviorally than students on full price lunch. These results imply that teachers need to be made aware of students on free lunch in their classes and 3 offer them more attention and support. Extra resources should also be directed to students living in town, such as establishing a local tutoring center. Finally, the lack of significance of the race variable may be encouraging to the district in its efforts to be racially inclusive and unbiased.

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