The Relationship of Reading Scores To Military Deployment Rates and Community and School Support

Date of Award


Degree Type


Degree Name

Doctor of Philosophy (PhD)


Educational Leadership and School Counseling

First Advisor

Thelma J. Roberson

Advisor Department

Educational Leadership and School Counseling


The present study investigated the relationship of level of military deployment to two school and student measures: support systems or programs and student reading scores of students in overseas military schools. Support was assessed by a questionnaire given at the school complex level to schools in 22 complexes. A multiple regression was used to assess the predictive ability of four components of support: MCEC, Leisure Activities, Training, and Communication. The regression model explained 42% of the variation in reading scores. Training had the greatest impact on reading scores. For the other research question, a one-way ANOVA revealed that high deployment was associated with lower reading scores and, although females tended to have higher average reading scores than males, there was no interaction effect between deployment status and sex. The interaction effect of ethnicity and deployment was statistically significant. Hispanic children showed a larger average decrease in scores under high deployment than non-Hispanic children. Whereas deployment was associated with reading scores, the high deployment students still performed above national percentages, and the difference is not considered practically meaningful.