A Four Year Study of Reading Achievement Trends among Illinois Eleventh Grade Boys and Girls as Measured by the ACT Reading Test

Autor/in	Conrad-Curry, Dea
Titel	A Four Year Study of Reading Achievement Trends among Illinois Eleventh Grade Boys and Girls as Measured by the ACT Reading Test
Quelle	(2011), (288 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Illinois State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3030-1714-8
Schlagwörter	Hochschulschrift; Dissertation; Educational Trends; Trend Analysis; High School Students; Measures (Individuals); Educational Legislation; Federal Legislation; Longitudinal Studies; Reading Achievement; Academic Achievement; Gender Differences; Graduation Rate; College Attendance; Single Sex Classes; Student Placement; Income; Racial Differences; Illinois; ACT Assessment; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Bildungsentwicklung; Trendanalyse; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Messdaten; Bildungsrecht; Schulgesetz; Bundesrecht; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Leseleistung; Schulleistung; Geschlechterkonflikt; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Single-sex classes; Single-sex schools; Single sex schools; Getrenntgeschlechtliche Erziehung; Schule; Schülerpraktikum; Einkommen; Rassenunterschied; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	Opportunity to learn via public education has origins in the mid-nineteenth-century as a response to Horace Mann's argument that educating girls as well as boys would build a collectively more prosperous society. Over the years, educational reform through the judicial and legislative branches of government has continued to balance opportunity to learn for all children in public schools, i.e. Brown vs. the Board of Education (1954), the Educational Amendment of 1972 (Title IX), and the 1975 Individuals with Disabilities Act (IDEA). However, longitudinal data available through the National Assessment of Educational Progress (NAEP) appears to show growing academic success for girls while simultaneously depicting flagging achievement for boys who have plateaued in math and science and lost ground in reading. Not only are national assessments showing a longitudinal decline in academic achievement for boys, similar studies indicate that girls are outpacing boys in high school graduation rates, college entrance and graduation levels, and post graduate success. In 2006, this evidence led the United States Congress to amend Title IX to allow single-sex classrooms for those to whom such an environment was indicated as appropriate and equitable (Elementary and Secondary Education Act, 2007). These recent shifts in the balance of educational attainment between genders have promulgated discussion about the "boy crisis" in America. This research study examined the accuracy of such a claim in the reading achievement between high school boys and girls as measured by the ACT reading test in a Midwestern state. Data was disaggregated by educational placement, income, and race/ethnicity. The study found that across all years and all groups studied, girls outperformed boys on the ACT literature/arts reading subtest; however, boys tended to outscore girls on the social/studies science subtest of the portion of the ACT reading test. [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