Effects of a Remediation Class on Standardized Test Retake

Autor/in	Levine, Theresa Delgado
Titel	Effects of a Remediation Class on Standardized Test Retake
Quelle	(2012), (143 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2673-0802-3
Schlagwörter	Hochschulschrift; Dissertation; Standardized Tests; Remedial Mathematics; Scores; Mathematics Achievement; Student Improvement; Statistical Analysis; Pretests Posttests; Grade 10; Grade 11; Ethnicity; English Language Learners; Poverty; Individualized Instruction; Secondary School Students + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Standadised tests; Standardisierter Test; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Statistische Analyse; School year 11; 11. Schuljahr; Schuljahr 11; Ethnizität; Armut; Individualisierender Unterricht; Sekundarschüler
Abstract	Since the enactment of the No Child Left Behind Act (NCLB), one state has implemented a standardized test to track and report student progress to the federal government. One school district has developed a class to assist students in improving their score and ultimately the passing rate on the state's Instrument to Measure Standards (AIMS) assessment. The purpose of this study was to determine if this math standards course made a significant difference in the mathematics AIMS scores equally across subgroups who took the course. This study was a quantitative, nonexperimental design with a pretest and posttest using ANOVA statistical test. The subgroups compared included ethnicity, ELL and non-ELL students, and students above and below the poverty level. The conceptual framework used for the study was based on differentiated instruction. The 10th grade mathematics portion of the AIMS test served as the pretest, and the 11th grade mathematics portion of the AIMS test served as the posttest. The analysis indicated no significant interaction for between ethnicity and time point, between ELL status and time point, and between poverty status and time point. Implications for positive social change include understanding techniques that can potentially increase mathematics achievement to help decrease achievement gaps. [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