A Correlation Study of Exemplary Exurban African American Achievement in Standardized Testing and the Relationship of Parental Household Size in a Southeastern Public School District

Autor/in	Whittington, David H.
Titel	A Correlation Study of Exemplary Exurban African American Achievement in Standardized Testing and the Relationship of Parental Household Size in a Southeastern Public School District
Quelle	(2012), (179 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Capella University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2677-5461-5
Schlagwörter	Hochschulschrift; Dissertation; African American Students; Academic Achievement; Standardized Tests; Public Schools; School Districts; Statistical Analysis; Correlation; One Parent Family; Reading Tests; Reading Achievement; Achievement Gap; National Competency Tests; Elementary Secondary Education; Iowa Tests of Basic Skills; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Schulleistung; Standadised tests; Standardisierter Test; Public school; Öffentliche Schule; School district; Schulbezirk; Statistische Analyse; Korrelation; Single parent family; Ein-Eltern-Familie; Lesetest; Leseleistung
Abstract	This study included a literature review of juried research studies of student achievement factors that affect African American achievements tracked in the No Child Left Behind Legislative Act. Statistical correlation analyses were performed to determine if the absence or presence of one or two-parents in the household affected student achievement of the characteristic "exurban" research study public school district. The exurban public school district studied achieved Adequate Yearly Progress in every single one of its schools in 2009. The study was focused on the school district because of the existence of exurban African American household student population study groups for comparative data analyses in the residential research study setting. The study sought to determine if those African American subgroup household sizes were correlative for higher or lower achievement in student reading test scores when compared to long standing national African American Achievement gap evidenced in the National Assessment of Educational Progress and which has remained persistent. The study also examined the norm referenced Iowa Test of Basic Skills in peer household size "intra comparative" population study groups in reading achievement scores for national percentile ranking scores of exurban African American students' achievement for correlative effect. The research study groups matriculated in an extant exurban setting of a southeastern American public school district some 40 miles outside the major metropolitan area of Atlanta, Georgia. The study's findings revealed an "absent or minimal African American achievement gap" in most cases of the reading achievement NPR scores of exurban African American students. The study failed to reject all three of the null hypotheses with no statistically significant correlations using the Pearson Product Moment correlation among parent household size and reading achievement scores. However, an ANOVA test for the students' mean National Percentile Reading scores based on four population groups was significant (p = 0.001). The mean NPR for the two groups of gifted/advanced education students were found to be at least 30 points higher than for the two groups of regular education students in the exurban school district studied. [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).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01