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Academic Performance of Texas Public Schools and Its Relationship with Students' Physical Fitness and Socioeconomic Status

Academic Performance of Texas Public Schools and Its Relationship with Students' Physical Fitness and Socioeconomic Status

He Jin, Yongmei Lu
Copyright: © 2017 |Volume: 8 |Issue: 3 |Pages: 16
ISSN: 1947-9654|EISSN: 1947-9662|EISBN13: 9781522513193|DOI: 10.4018/ijagr.2017070103
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MLA

Jin, He, and Yongmei Lu. "Academic Performance of Texas Public Schools and Its Relationship with Students' Physical Fitness and Socioeconomic Status." IJAGR vol.8, no.3 2017: pp.37-52. http://doi.org/10.4018/ijagr.2017070103

APA

Jin, H. & Lu, Y. (2017). Academic Performance of Texas Public Schools and Its Relationship with Students' Physical Fitness and Socioeconomic Status. International Journal of Applied Geospatial Research (IJAGR), 8(3), 37-52. http://doi.org/10.4018/ijagr.2017070103

Chicago

Jin, He, and Yongmei Lu. "Academic Performance of Texas Public Schools and Its Relationship with Students' Physical Fitness and Socioeconomic Status," International Journal of Applied Geospatial Research (IJAGR) 8, no.3: 37-52. http://doi.org/10.4018/ijagr.2017070103

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Abstract

This study investigated the relationship between public schools' academic performance in Texas and their students' physical fitness and socioeconomic status (SES) at school-district level. Spearman rank correlations showed that the correlation between body mass index fitness (BMI HFZ) and academic performance was stronger than cardiovascular fitness (CV HFZ). SES was strongly associated with academic performance. Three-way ANOVA analyses revealed significant main effects of gender, SES, and BMI HFZ on Reading tests passing rate while only SES was significant for Math tests passing rate. Higher BMI fitness was associated with higher level of academic performance for school girls than boys except for those in low SES level. Geographically Weighted Regression (GWR) analyses identified important and spatially varied relationships between physical fitness variables, SES, and academic performance across Texas, suggesting the need for regional and locally-targeted policies to address place-specific critical factors for improving schools' academic performance.

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