Analyzing the Achievement Gap: A Study of How Independent Reading Impacts Student Achievement

Autor/in	Callicott, Tammy M.
Titel	Analyzing the Achievement Gap: A Study of How Independent Reading Impacts Student Achievement
Quelle	(2019), (113 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Missouri Baptist University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4388-8747-3
Schlagwörter	Hochschulschrift; Dissertation; Academic Achievement; Achievement Gap; Standardized Tests; Socioeconomic Influences; African American Students; Grade 3; Elementary School Students; White Students; Literacy; Institutional Characteristics; Socioeconomic Status; Reading Habits; Correlation; Student Attitudes + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schulleistung; Standadised tests; Standardisierter Test; Sozioökonomischer Faktor; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; School year 03; 3. Schuljahr; Schuljahr 03; Alphabetisierung; Schreib- und Lesefähigkeit; Socio-economic status; Sozioökonomischer Status; Reading habit; Lesegewohnheit; Korrelation; Schülerverhalten
Abstract	The academic achievement gap is the educational separation on standardized tests between students in low socioeconomic and high socioeconomic areas. The purpose of this study was to research academic variables that could impact the achievement gap for African American students by studying third grade literacy practices of Caucasian American and African American students from varying socioeconomic environments. This study examined four elementary schools; two were from a high socioeconomic area and two from a low socioeconomic area. Two research questions guided this study: 1. Is there an association between the amount of time African American students in low socioeconomic status spend reading independently and standardized test scores? 2. Is there an association between socioeconomic status and the amount of time students read independently? The data were gathered using student surveys, shelved student data, and archived public information. The data were analyzed using a Pearson r correlation coefficient, a Linear Regression test, a coefficient of determination test, and a Chi-Square Test of Independence. The study showed that for the first research question, the null hypothesis failed to be rejected; there was not enough evidence to support a statistical association between the amount of time students spend reading independently and standardized test scores. The study also showed that for the second research question, the null hypothesis failed to be rejected; there was no statistical association between socioeconomic status and the amount of time students spend reading independently. [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