A Study Comparing the Academic Achievement of African American Male Students Enrolled in Two Types of Nontraditional High Schools

Autor/in	Rutledge, Anthony B.
Titel	A Study Comparing the Academic Achievement of African American Male Students Enrolled in Two Types of Nontraditional High Schools
Quelle	(2010), (142 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Capella University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1243-9726-9
Schlagwörter	Hochschulschrift; Dissertation; High Schools; Standardized Tests; Academic Achievement; Exit Examinations; African American Students; Males; Nontraditional Education; College Preparation; Correlation; Magnet Schools; Theater Arts; Grade 11; Comparative Analysis; Statistical Analysis; High School Students; Georgia; Georgia High School Graduation Tests + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; High school; Oberschule; Standadised tests; Standardisierter Test; Schulleistung; Final examination; Abschlussprüfung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Non-traditional education; Alternative Erziehung; Korrelation; Theaterwissenschaft; School year 11; 11. Schuljahr; Schuljahr 11; Statistische Analyse; High schools
Abstract	This study examined the relationship of the achievement of African American male students enrolled in an early college high school to those enrolled in a performing arts high school. The Georgia High School Graduation Test (GHSGT) scores of the 11th-grade African American male students from an early college high school were compared to the GHSGT scores in English and math of the 11th-grade African American male students enrolled in a performing arts high school. This study was a non-experimental, quantitative method using the ex post facto research design. The results indicated that there were no statistically significant differences in the students' scores at both of the nontraditional high schools on the standardized test in English and math. The results also showed that the students' scores on the GHSGT in English at both nontraditional schools were higher than the students' scores in English on the GHSGT at the traditional high school. However, for all three schools the math scores on the GHSGT were close in comparison. High schools designed to prepare all students for college success look dramatically different from those that prepare only a portion of students. These high schools have certain key characteristics. The most important and perhaps the most often overlooked is an intellectually coherent program of study based on a curriculum that grows progressively more challenging over the years (Conley, "College knowledge: what it really takes for students to succeed and what we can do to get them ready", 2010). The study was based on the assumption that early college high schools and performing arts high school designs ensured that students prepared for and mastered college level work. [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