The Effects of Students' Continuity in a School District on the English Language Arts and Integrated Algebra Regents Exams

Autor/in	Gallo, Michelle
Titel	The Effects of Students' Continuity in a School District on the English Language Arts and Integrated Algebra Regents Exams
Quelle	(2016), (78 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, St. John's University (New York), School of Education and Human Services
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3690-2090-8
Schlagwörter	Hochschulschrift; Dissertation; School Districts; English; Language Arts; Algebra; Mathematics Tests; Gender Differences; Ethnicity; Kindergarten; Elementary School Students; Secondary School Students; Socioeconomic Status; Language Tests; Academic Achievement; Scores; Longitudinal Studies; School Entrance Age; Articulation (Education); New York; New York State Regents Examinations + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; School district; Schulbezirk; English language; Englisch; Sprachkultur; Geschlechterkonflikt; Ethnizität; Sekundarschüler; Socio-economic status; Sozioökonomischer Status; Language test; Sprachtest; Schulleistung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Einschulungsalter; Articulation; Artikulation (Ling); Artikulation; Aussprache
Abstract	This quantitative study examined the effect of a student's entry point into a school district and his/her performance on the New York State English Language Arts and Integrated Algebras Regents Exams. The subjects of this study were students assigned to the 2010 and 2011 cohorts from one Long Island school district. Three entry points were examined: kindergarten, Grades 1-6 and Grades 7-12. Gender, ethnicity, and socioeconomic status were integrated as covariates. The results of two three-way analyses of covariance (ANCOVA) revealed students performed significantly higher on the Regents Exams the earlier they entered into the school district. [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