Trends in Pennsylvania 8th and 11th Grade Student Test Performance since the Common Core Implementation

Autor/in	Hoban, Lisa S.
Titel	Trends in Pennsylvania 8th and 11th Grade Student Test Performance since the Common Core Implementation
Quelle	(2019), (102 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Seton Hall University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3921-8710-4
Schlagwörter	Hochschulschrift; Dissertation; Secondary School Students; Grade 8; Grade 11; Standardized Tests; Reading Tests; Mathematics Tests; Scores; Common Core State Standards; Educational Trends; Disproportionate Representation; African American Students; Hispanic American Students; Low Income Students; Urban Schools; Rural Schools; Rural Urban Differences; Pennsylvania + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Sekundarschüler; School year 08; 8. Schuljahr; Schuljahr 08; School year 11; 11. Schuljahr; Schuljahr 11; Standadised tests; Standardisierter Test; Lesetest; Common core curriculum; Curriculum; Kerncurriculum; Bildungsentwicklung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Rural area; Rural areas; Ländlicher Raum; Schulen; Stadt-Land-Beziehung
Abstract	The purpose of this research study was to explore trends in student test performance since the Common Core implementation in 8th and 11th grades in Pennsylvania. After receiving failing grades for the Pennsylvania State Standards when compared with other states, legislators adopted the Pennsylvania Common Core Standards in 2013. Much of this decision was grounded in the belief that with new standards, Pennsylvania student test scores would move from 35-45% proficiency levels in Reading and Math to 100% proficiency (Hamilton, 2007). Research questions focused on the trends in students' scores over time as reported by the PSSA and Keystone exams, administered each year. A quantitative analysis was performed with repeated measures for 8th grade from 2015-2017 and for 11th grade from 2013-2017 looking for statistical significance in the general population, the "Historically Underperforming" population, and in locales- urban, suburban, rural, and towns. Where significance was found, correlations were run between the covariates of Black/Hispanic and poor student populations. Results showed significant growth in 8th grade math scores over time, with negative correlations from race and poverty which also affected 8th grade ELA scores in the "Historically Underperforming" population. Eleventh grade scores showed no significance except negative correlations associated with race in the "Historically Underperforming" reading students. When drilling down to locales, significance was found in growth made by city and rural schools in 8th grade math and short term gains in 11th grade math. [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	2024/1/01