Comparison of PASS Assessment Scores in Single-Gender and Heterogeneous Middle Schools in South Carolina

Autor/in	Canada, Patricia Oxendine
Titel	Comparison of PASS Assessment Scores in Single-Gender and Heterogeneous Middle Schools in South Carolina
Quelle	(2012), (127 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Liberty University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2675-8199-0
Schlagwörter	Hochschulschrift; Dissertation; Scores; Comparative Analysis; Comparative Testing; Gender Differences; Heterogeneous Grouping; Middle School Students; State Standards; Reading Achievement; Mathematics Achievement; Student Records; Academic Records; Data Analysis; Achievement Rating; Achievement Gap; Performance Based Assessment; Neuropsychology; Homogeneous Grouping; Single Sex Classes; Statistical Analysis; South Carolina + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Geschlechterkonflikt; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schülerakte; College; Colleges; University; Universities; Publication; Hochschule; Fachhochschule; Universität; Akademieschrift; Publikation; Auswertung; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Leistungsermittlung; Neuropsychologie; Homogene Gruppierung; Niveaugruppierung; Streaming; Single-sex classes; Single-sex schools; Single sex schools; Getrenntgeschlechtliche Erziehung; Schule; Statistische Analyse
Abstract	In response to the mandates of No Child Left Behind, (NCLB), educators across the country struggle to close the gaps between males and females. Some of the physiological differences existing between the male and female brain suggest support for single-gender instruction, which is on the rise within this country as well as other parts of the world. Using the theoretical framework based on brain research, the purpose of this quantitative study was to compare the effect of single-gender instruction on assessment results in Palmetto Assessments of State Standards (PASS) math and reading scores of public middle single-gender schools to mixed-gender schools in South Carolina. This was a causal-comparative research study because the data used came from the South Carolina's educational website with the focus on individual school report cards of the 78 middle schools which were used in this study. Mean scores from the Palmetto Assessments of State Standards (PASS) performance statistics spreadsheet in math and reading were used in determining achievement levels of single-gender and heterogeneous instruction. [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