Model
Digital Document
Publisher
Florida Atlantic University
Description
The purpose of this study was to determine if there was a significant
relationship between the rate (cost and incidence) of vandalism
and nine characteristics of the average public school. The characteristics
selected were:
1. Stability of instructional staff
2. Racial balance in the school
3. Number of students transported to the school
4. Academic achievement of students in the school
5. Income of students' parents
6. Job status of students' parents
7. Geographic location of the school
8. Community school or not a community school
9. Student withdrawal from school. These factors were stated in a null hypothsis form. All variables were
tested separately against cost of vandalism and incidence of vandalism.
In all analyses involving a correlation coefficient as a test of the hypothesis, the Spearman Rank Order Correlation Coefficient was used
since either one or both variables were ordinal in nature. In all
analyses involving the t test (where two groups were tested), a program
for the t test based on estimates of the separate group variances and
an adjusted degrees of freedom was used since the within group variances
tended to be heterogeneous.
Ten school districts in the State of Florida were purposively
selected for the study giving a total of 375 schools. The districts
were selected to provide a diversity in geographic location, population
size, average family income, percent urban, median education, and number
of white collar workers. The geometric growth of the cost of vandalism is shown in this
study and some of the measures being used to combat vandalism. An
examination of the results shows that the factors wherein the school
system might have some control include the following: teacher replacement,
school academic scores, withdrawal of students, and community
schools. In these instances no significant relationship to the rate of
vandalism was apparent. The variables that did show a statistically
significant relationship are: high percent of minority students,
inner-city schools, a low percent of transported students, and schools
where 30 percent or more of the parents had an income of less than
$3,000. These factors are social conditions over which the schools
have no direct control.
relationship between the rate (cost and incidence) of vandalism
and nine characteristics of the average public school. The characteristics
selected were:
1. Stability of instructional staff
2. Racial balance in the school
3. Number of students transported to the school
4. Academic achievement of students in the school
5. Income of students' parents
6. Job status of students' parents
7. Geographic location of the school
8. Community school or not a community school
9. Student withdrawal from school. These factors were stated in a null hypothsis form. All variables were
tested separately against cost of vandalism and incidence of vandalism.
In all analyses involving a correlation coefficient as a test of the hypothesis, the Spearman Rank Order Correlation Coefficient was used
since either one or both variables were ordinal in nature. In all
analyses involving the t test (where two groups were tested), a program
for the t test based on estimates of the separate group variances and
an adjusted degrees of freedom was used since the within group variances
tended to be heterogeneous.
Ten school districts in the State of Florida were purposively
selected for the study giving a total of 375 schools. The districts
were selected to provide a diversity in geographic location, population
size, average family income, percent urban, median education, and number
of white collar workers. The geometric growth of the cost of vandalism is shown in this
study and some of the measures being used to combat vandalism. An
examination of the results shows that the factors wherein the school
system might have some control include the following: teacher replacement,
school academic scores, withdrawal of students, and community
schools. In these instances no significant relationship to the rate of
vandalism was apparent. The variables that did show a statistically
significant relationship are: high percent of minority students,
inner-city schools, a low percent of transported students, and schools
where 30 percent or more of the parents had an income of less than
$3,000. These factors are social conditions over which the schools
have no direct control.
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