Title I versus Non-Title I Students and Standardized Test Scores in a School District in Georgia

Autor/in	Ross, Charles
Titel	Title I versus Non-Title I Students and Standardized Test Scores in a School District in Georgia
Quelle	(2016), (150 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Capella University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3398-0081-3
Schlagwörter	Hochschulschrift; Dissertation; Disadvantaged Schools; Educationally Disadvantaged; Low Income Students; Elementary School Students; Grade 3; Mathematics Achievement; Scores; Standardized Tests; Suburban Schools; School Districts; Comparative Analysis; Case Studies; Gender Differences; Racial Differences; Socioeconomic Status; Quasiexperimental Design; Constructivism (Learning); Equal Education; Social Theories; Correlation; Educational Strategies; Racial Segregation; Poverty; Capacity Building; Family Environment; Georgia + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; School year 03; 3. Schuljahr; Schuljahr 03; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Standadised tests; Standardisierter Test; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; School district; Schulbezirk; Case study; Fallstudie; Case Study; Geschlechterkonflikt; Rassenunterschied; Socio-economic status; Sozioökonomischer Status; Gesellschaftstheorie; Korrelation; Lehrstrategie; Rassentrennung; Armut; Familienmilieu
Abstract	The Title I program was established to support students who were enrolled in schools that had high rates of children from low-income households. The program's goal was to provide supplemental services that would assist in raising the academic success of students in Title I schools so that they achieve comparable outcomes to children in Non-Title I schools. The aim of the current study was to determine to what extent the type of school (i.e., Title I vs. non-Title I) influences the results of the CRCT third grade reading and math scores in a suburban school district in Georgia. In addition, this study sought to determine how gender, race and socioeconomic status correlate to third grade standardized math and reading scores in Title I and Non-Title I schools. This quasi-experimental research study was guided by the constructivist, equity literacy and social equity theories and examined the reading and math scores of 2,929 third-grade students from the 2013-2014 school year. The findings indicate that there is a correlation between the type of school a student attends and their academic performance. Primarily, students who attend a Non-Title I school had math and reading scores that were significantly higher than those who attend Title I schools. The implications for practice run along two lines: strategies that can impact inside the school and out-of-school factors. There should be concerted efforts to address curriculum and instruction in schools that have a high concentration of Black students and to enhance the delivery of instructional strategies that benefit not only Black students, but all students who come from disadvantaged backgrounds. A key policy strategy would be to reduce de facto racial and economic segregation in the schools. The strategies that focus on issues outside the school would include to assist families in overcoming the challenges associated with poverty and to build the capacity to strengthen parents' ability to reinforce their children's learning at home. [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