Athletic Participation and "New England Common Assessment Program" Scores

Autor/in	Powers, Timothy J.
Titel	Athletic Participation and "New England Common Assessment Program" Scores
Quelle	(2011), (110 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2670-1795-6
Schlagwörter	Hochschulschrift; Dissertation; Academic Achievement; School Effectiveness; Grade Point Average; Program Effectiveness; Standardized Tests; Athletics; Social Change; Grade 11; Metric System; Test Results; Instructional Effectiveness; Longitudinal Studies; Statistical Analysis; Mathematics Achievement; Reading Achievement; Achievement Tests + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schulleistung; Schuleffizienz; Standadised tests; Standardisierter Test; Leichtathletik; Sozialer Wandel; School year 11; 11. Schuljahr; Schuljahr 11; Metrischer Raum; Unterrichtserfolg; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Statistische Analyse; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	In many schools, standardized tests are used to determine school effectiveness in instruction. School districts spend money, implement research, and look for new ways to improve on these metrics of academic achievement. Researchers have shown that athletic participation has helped to lead to academic success at a macro level; however less is known about how these findings generalize downward to the local level. Drawing from a conceptual framework established by Spreitzer and advanced by others, the purpose of this retrospective longitudinal study was to determine if athletic participation was associated with increased academic performance as measured by "New England Common Assessment Program" (NECAP) scores in 2 local schools. Archival data for approximately 3,900 11th grade students who took the NECAP during 2007-2010 school years were first categorized into 4 groups ranging from 0 to 3 based on the number of sports played. Then, one-way ANOVA was used to examine mean differences in NECAP test results and grade point average relative to the number of sports played by the students. Results were used to document that students with higher levels of athletic participation demonstrated significantly higher GPAs and NECAP math scores within both schools, and significantly higher NECAP reading scores in one school. Implications for positive social change include engaging more students in athletics and other co-curricular activities to enhance student learning in the classroom. [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