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Taking Initiative: Proactive Management in Networks and Program Performance
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29
Table 4 Proactive Management
and Organizational Performance: Additional Performance
Indicators
Dependent Variables
Slope
T-score
Adj -R
2
N
Attendance
.048
2.29
.17
2120
Dropout
-.021
-.87
.15
2112
Average SAT Score
1.82
1.33
.34
1895
Average ACT Score
-.010
-0.31
.49
2043
Scored above 1110
.251
1.35
.43
2083
on SAT
Pass rate of Low-Income
.397
2.38
.45
2114
Students
Pass rate of Latino
.413
2.10
.37
2076
Students
Pass rate of African
.185
.62
.31
1688
American Students
The above regressions are all controlled by variables, which represent the resources and constraints in the environment. Resources are teacher’s average salaries, teacher experience, and instructional spending per student. Constraints include the percent of African American, Latino, and low-income students in the district, as well as school size. Controls for yearly effects included.
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29
Table 4 Proactive Management
and Organizational Performance: Additional Performance
Indicators
Dependent Variables
Slope
T-score
Adj -R
2
N
Attendance
.048
2.29
.17
2120
Dropout
-.021
-.87
.15
2112
Average SAT Score
1.82
1.33
.34
1895
Average ACT Score
-.010
-0.31
.49
2043
Scored above 1110
.251
1.35
.43
2083
on SAT
Pass rate of Low-Income
.397
2.38
.45
2114
Students
Pass rate of Latino
.413
2.10
.37
2076
Students
Pass rate of African
.185
.62
.31
1688
American Students
The above regressions are all controlled by variables, which
represent the resources and constraints in the environment.
Resources are teacher’s average salaries, teacher experience,
and instructional spending per student. Constraints include the
percent of African American, Latino, and low-income students in
the district, as well as school size. Controls for yearly
effects included.
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