A Study to Determine the Academic Progression between Economically Disadvantaged Students and Their Economically Advantaged Peers on Georgia's Statewide Criteria Referenced Competency Test

Autor/in	Warner, Tonya
Titel	A Study to Determine the Academic Progression between Economically Disadvantaged Students and Their Economically Advantaged Peers on Georgia's Statewide Criteria Referenced Competency Test
Quelle	(2009), (125 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Capella University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1095-3132-9
Schlagwörter	Hochschulschrift; Dissertation; Economically Disadvantaged; Students; Mathematics Tests; Reading Tests; Reading Achievement; Mathematics Achievement; Criterion Referenced Tests; Achievement Tests; Federal Legislation; Educational Legislation; Georgia; Georgia Criterion Referenced Tests + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Student; Schüler; Schülerin; Studentin; Lesetest; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Bundesrecht; Bildungsrecht; Schulgesetz
Abstract	This quantitative study implemented a non-experimental design that was descriptive, ex-post facto, and longitudinal. This study is examining economically disadvantaged students (EDS) with comparison to non-economically disadvantaged students (non-EDS) and their academic performance on Georgia's Criterion-Referenced Competency Tests (CRCT). Specifically, the content areas of mathematics and language arts were analyzed for their progression, since the enactment of the NCLB Act of 2001.The academic performance of EDS continues to be one of the greatest challenges faced by educational leaders and policymakers. No Child Left Behind (NCLB) legislation placed explicit emphasis on school accountability. NCLB mandates that all students must achieve proficiency in reading and math by the end of the 2013-2014 school year. Many EDS are not performing at levels equal to their peers, which are causing many schools to not meet adequate yearly progress (AYP) goals. This study sought to investigate the impact NCLB had on the academic progression of these students in the content areas of mathematics and reading. The results of the study showed that non-EDS outperformed EDS across all grade levels in both reading and math. The results of this study indicate that regardless of grade level, year or subject area (reading and mathematics), Non-EDS students statistically significantly outperformed EDS students with regard to the percentage of students meeting/exceeding state standards on the CRCT. In general, both groups tend to show more improvement in reading than in mathematics when comparing pre NCLB performance to the most recent year of data, which was 2007-2008. Also, both groups demonstrated their largest increase in the percentage of students meeting or exceeding standards in reading and mathematics for eighth grade. [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