Curricula Alignment and Its Impact on End of Course Assessment Scores

Autor/in	Burti, Neil, Jr.
Titel	Curricula Alignment and Its Impact on End of Course Assessment Scores
Quelle	(2011), (93 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Wilmington University (Delaware)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1244-3730-9
Schlagwörter	Hochschulschrift; Dissertation; Core Curriculum; Test Results; Course Selection (Students); Regression (Statistics); Algebra; Administrators; Evaluation; Qualitative Research; Statistical Analysis; Scores; Interviews; Research Methodology; Males; Asians; African Americans; Special Education; Public Schools; School Districts; New Jersey + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Kerncurriculum; Course selection; Student; Students; Kurswahl; Regression; Regressionsanalyse; Evaluierung; Qualitative Forschung; Statistische Analyse; Interviewing; Interviewtechnik; Research method; Forschungsmethode; Male; Männliches Geschlecht; Asian; Asiat; Asiatin; Asiaten; Asiate; Afroamerikaner; Special needs education; Sonderpädagogik; Sonderschulwesen; Public school; Öffentliche Schule; School district; Schulbezirk
Abstract	The purpose of this mixed methods study was to examine the alignment of the written, enacted, and tested Algebra I curricula in the Cherry Hill (NJ) Public School District. Furthermore, this QUAN-QUAL study sought to determine the impact of course selection (Algebra I, Enriched Algebra) on achievement as measured by the Algebra I End of Course (EOC) Assessment. The quantitative portion examined ex-post facto data collected by the district for the spring 2008 EOC test. The qualitative portion consisted of document analysis and administrator interviews. By utilizing the triangulation method, the researcher attempted to establish a cause-effect relationship between the New Jersey Core Curriculum Content Standards (written), the Cherry Hill curriculum Maps (enacted), and the Algebra I EOC assessment (tested). The document analysis revealed that neither district Algebra course was fully aligned with the written or tested curricula. However, the Algebra I course was more closely aligned then the Enriched Algebra course. Administrator interviews revealed that the content of the Enriched Algebra course was much more rigorous and the background knowledge of those students was far superior. This led administration to predict higher test scores from the Enriched Algebra cohort of students. Descriptive statistics showed that Enriched Algebra students scored significantly higher than their Algebra I counterparts. The quantitative analysis also utilized forward linear regression to determine the variables impacting achievement as measured by the EOC assessment. This stepwise regression identified that the following factors as significant in predicting test outcome: course selection, Asian, Black, special education, and male. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10