African-American Males: Do They Perform Better on Standardized Reading and Mathematics Tests in Title I Elementary Schools or Non-Title I Elementary Schools

Autor/in	Anderson, Sony
Titel	African-American Males: Do They Perform Better on Standardized Reading and Mathematics Tests in Title I Elementary Schools or Non-Title I Elementary Schools
Quelle	(2019), (101 Seiten) PDF als Volltext Verfügbarkeit D.Ed. Dissertation, The University of North Carolina at Charlotte
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3920-9901-8
Schlagwörter	Hochschulschrift; Dissertation; African American Students; Males; Grade 3; Grade 4; Grade 5; Academic Achievement; At Risk Students; Elementary School Students; Achievement Gap; Program Effectiveness; Urban Schools; Educational Legislation; Federal Legislation + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Schulleistung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Bildungsrecht; Schulgesetz; Bundesrecht
Abstract	African-American males continue to slip through the cracks of the Education System in America. McSpadden McNeil et al. (2008) report that district officials continue to focus on school scores as if they are the only way to assess student progress. The purpose of the study was to determine if there was a difference between third, fourth and fifth grade African-American male's academic achievement in both Title I and Non-Title I Schools within a large suburban school district in the southeastern United States during the 2016-2017 school year. In an attempt to determine whether Title I elementary Schools or Non-Title I elementary schools were assisting with closing the achievement gap for African-American males an Ex Post Facto Design was used to investigate the academic achievement of African-American males during the 2016-2017 school year based on the End-of-Grade Assessments in Reading Comprehension and Mathematics. The results of the Multivariate Analysis of Variance (MONAVA) indicated that there was a significant difference between African-American males who attended Title I elementary schools and those who attended Non-Title I elementary schools. The implications for this large urban school district in the southeastern United States should be to collectively plan ways to increase academic achievement for African-American males in both Title I and Non-Title I elementary schools across the district based on No Child Left Behind Legislature by evaluating how money is spent on resources, staff and professional development. [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