A Comparative Study of Socioeconomically Disadvantaged and Non-Socioeconomically Disadvantaged Fourth-Grade Students in Reading and Math in an Online Charter School and a Traditional School

Autor/in	Mansheim, Richard Lynn
Titel	A Comparative Study of Socioeconomically Disadvantaged and Non-Socioeconomically Disadvantaged Fourth-Grade Students in Reading and Math in an Online Charter School and a Traditional School
Quelle	(2017), (203 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Grand Canyon University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3555-7107-3
Schlagwörter	Hochschulschrift; Dissertation; Comparative Analysis; Socioeconomic Status; Disadvantaged Youth; Academic Achievement; Statistical Analysis; Charter Schools; Online Courses; Mathematics Achievement; Reading Achievement; Tests; Scores; Traditional Schools; Distance Education; Educational Technology; Technology Uses in Education; Grade 4; Elementary School Students + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Socio-economic status; Sozioökonomischer Status; Benachteiligter Jugendlicher; Schulleistung; Statistische Analyse; Charter school; Charter-Schule; Online course; Online-Kurs; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Examination; Prüfung; Examen; Traditioneller Unterricht; Distance study; Distance learning; Fernunterricht; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; School year 04; 4. Schuljahr; Schuljahr 04
Abstract	Few empirical studies explore how socioeconomic status (SES) disadvantaged students perform academically in a 100% online school. This causal-comparative ex post facto quantitative study examined how SES-disadvantaged students at an online charter school performed academically when compared with both SES-disadvantaged and non-SES-disadvantaged students enrolled in a traditional public school. Choice theory and how it applies to education was foundational to the study. Using archival data from 2011-2012 for math and reading on state-standardized testing, research questions compared of SES-disadvantaged students scores to non-SES disadvantaged students within two schools in one school district. The test scores analysis was by independent t-tests. The results for SES-disadvantaged students indicate significantly lower performance by online students (n = 43) compared with their counterparts at a traditional elementary school (n = 43); t = 2.33 and p = 0.022 for math and t = 3.57 and p = <0.001 for reading. Among the non-SES-disadvantaged students, results also indicate lower performance at the online charter school (n = 20) than at the traditional public school (n = 20); t = 3.22 and p = 0.003 for math and t = 2.95 and p = 0.005 for reading. No significant differences emerged between SES-disadvantaged students and non-SES disadvantaged students enrolled in the online school for math (n = 63; t = 1.65 and p = 0.105) or for reading (t = 0.89 and p = 0.378 for reading). Comparing SES-disadvantaged students and non-SES-disadvantaged students enrolled at the traditional elementary school on math scores indicated a significantly lower difference (n = 63; t = 2.58 and p = 0.012), but not on reading scores ( n = 63, t = 0.74 and p = 0.461). Additional studies should examine why online students scored lower on standardized tests. [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	2020/1/01