Title:
An investigation of three interventions for increasing second-attempt scores on the Maryland algebra/data analysis high school assessment
Author:
Janice E. Mills
Thesis Advisor:
Sharon Slear
Committee Member:
Barbara H. Helmrich
Committee Member:
Adam C. Milam
Committee Member:
Melissa Murphy
Degree Granting Institution:
Notre Dame of Maryland University--School of Education
Place:
Baltimore (Md.)
Publisher:
Notre Dame of Maryland University
Date Created:
2012
Type of Resource:
text
Genre:
thesis
Language:
eng
Format:
application/pdf
Physical Form:
electronic
Abstract:
This causal-comparative study was designed to address an increasing educational trend: providing interventions to students who passed a No Child Left Behind tested course but who failed the accompanying high school assessment in one Maryland public school system. The purpose of the study was to determine which of three intervention types (Structured Day course, Structured After School course, Non Credit Review) was most successful in increasing scores on the Algebra/Data Analysis High School Assessment for any specific student group and to help school systems make decisions that affect students who do not pass the high school assessment. The sample included students who had (a) passed the algebra/data analysis course, (b) failed the Maryland Algebra/Data Analysis High School Assessment, (c) completed an intervention, and (d) retested (N=363). A randomized sample (N=118) was chosen to meet the assumptions of an ANCOVA. This researcher analyzed data within the racial/ethnic groups of African American and White students. In addition, data from student groups receiving special education and/or FARMS were examined. The results showed that there were no significant differences among the intervention programs for any student group. Furthermore, time elapsed between the first and second attempts did not affect change scores significantly.
Subject:
Algebra
Subject:
High School Education
Subject:
School Based Intervention
Subject:
Educational Measurement
Subject:
Intervention
Subject:
Special Education
Subject:
Trends
Subject:
Scores
Subject:
Educational Assessment
Subject:
High School Students
Degree:
Doctor of Philosophy
Level:
Doctoral
Discipline:
Instructional Leadership for Changing Populations
Restrictions on Access:
Author has given permission to make this work available online.
Use and Reproduction:
The authors of theses and dissertations are the copyright owners. Loyola Notre Dame Library has their permission to store and provide access to these works. Transmission or reproduction of materials protected by copyright beyond that allowed by fair use requires the written permission of the copyright owners. Permission is required to use materials for which Loyola Notre Dame Library, Loyola University Maryland, or Notre Dame of Maryland University hold copyright. In addition, the reproduction of some materials may be restricted by terms of gift of purchase agreements, donor restrictions, privacy and publicity rights, licensing and trademarks. Works not in the public domain cannot be commercially exploited without permission of the copyright owner. Responsibility for any use rests exclusively with the user.
Identifier:
MillsJE-12
