THE CAUSAL RELATIONSHIP MODEL OF EFFECTIVENESS OF OPPORTUNITY EXPANSION SCHOOLS IN THE UPPER NORTHEAST

Abstract

The purpose were to 1) study effectiveness of opportunity expansion schools in the upper Northeast and causal factors chosen to study 2) examine the consistency of the causal relationship model of Effectiveness of opportunity expansion schools in the upper Northeast developed to empirical data 3) to establish the guidelines for developing factors effectiveness of opportunity expansion schools in the upper Northeast. The three-phase research were, Phase 1 was constructing the causal relationship model from causal factors studied. Phase 2 involved the validation of a causal relationship model with empirical data. Phase 3 to establish guidelines for developing factors effectiveness of opportunity expansion schools in the upper Northeast. Research population were the opportunity expansion schools in the upper Northeast 794 schools. The subjects were drawn from 433 opportunity expansion schools in the upper Northeast total 866 respondents. The were selected from each school using a multi-stage random sampling, analyze the ratio of 20 to 1) The findings were 1.1) The effectiveness of opportunity expansion schools in the upper Northeast was high mean scores ranking. 1.2) Causal factors chosen studied was high mean scores ranking, descending order as follows teacher competencies, leadership of administrators, parental and community cohesion. 2) The effectiveness of opportunity expansion schools in the upper Northeast was consistent with the empirical data : Chi-square of 70.96, degrees of freedom (df) of 66, the relative chi square value x2/df of 0.27. Consequently, p-value of 0.316, RMSEA of 0.01, AGFI of 0.98, CN of 1166.725, CFI of 1.00, RMR of 0.01. and x2of .993 and 3) This research proposed the guidelines for developing factors effectiveness of opportunity expansion schools in the upper Northeast. The four factors that had the direct influence on the of opportunity expansion schools in the upper Northeast shorted in descending order as follows: teacher competencies, leadership of administrators, parental and community cohesion.