Date of Award

Summer 2021

Document Type

Open Access Dissertation

Department

Psychology

First Advisor

Samuel McQuillin

Abstract

The current study evaluated the concurrent associations between an adapted version of the Classroom Performance Survey (CPS) and academic and behavioral student outcomes. Participants were one cohort of kindergarten through 5th grade children enrolled in a public elementary school. Preliminary results suggested that the CPS was a significant predictor of academic student outcomes similar to previous research. Hierarchal regression analyses indicated that the Academic and Interpersonal Subdomains improved the prediction on students’ GPA, above and beyond MAP scores alone. Finally, descriptive statistics indicate similar student performance across ‘in person’, ’virtual’, and ‘hybrid’ learning settings. Educators using a Multi-Tiered System of Support Framework to circumvent poor student outcomes should consider the practical value of administering the CPS as a screening measure of school functioning.

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