Dissertations / Theses on the topic 'Achievement gap'

As educators grapple with the issue of eliminating achievement gaps that exist among student groups, instructing for students' diverse learning needs while effectively meeting the demands of the curriculum can be a daunting task. Arts integration (AI) is a research-based strategy that has been demonstrated to lead to positive effects in student achievement with the greatest effect being among students who qualify for federal meals benefits (FARMS) (Deasy, 2002; Catterall, 1999; Rabkin & Redmond, 2006). This mixed-methods study evaluated state mandated reading assessment data for a cohort of grade three students for the years 2011, 2012, and 2013 within one school district in Maryland using a formula developed by the Maryland State Department of Education to determine student change scores. While analysis of covariance (ANCOVA) of AI and change scores for FARMS and non-FARMS students did not yield a positive relationship, further qualitative analysis of principal and teacher interviews and classroom observations at five public AI elementary schools revealed perceptions among educators of a positive relationship of AI to student achievement. Utilizing a grounded theory approach to examine emergent themes, a theory of effective models of arts integration was developed to include the elements of: shared vision, student engagement, rigorous instruction and teacher capacity. This study provided information regarding the optimal method of delivering arts integrated instruction that may lead to student achievement and reduce the achievement gap between FARMS and non-FARMS students.

Purpose: The purpose of this qualitative phenomenological study was to identify and describe effective instructional strategies for English language arts and mathematics perceived by expert fourth and fifth grade elementary teachers in southern California to reduce the achievement gap in high poverty and high English language learner (ELL) elementary schools.

Methodology: The researcher selected a qualitative research design to describe the instructional strategies used by teachers in three southern California school districts. Through in-depth, semi-structured, open-ended interviews, the researcher provided an examination of the instructional strategies used to address the needs of high poverty and high ELL elementary schools. Teachers were identified from three criteria: (a) teaching at a school with a Latino population of 50% or more, (b) population of 80% or more in poverty, and (c) currently teaching fourth or fifth grade. Data collected using NVivo software to determine patterns and categories.

Findings: Based on the responses from the study participants, four major findings were established for both Research Questions 1 and 2.

Conclusions: The major finding from Research Questions 1 and 2 were summarized as four conclusions: (a) collaboration is the number one tool teachers need to prepare students; (b) teachers need training on a collaborative style for teaching small groups, the management, and different teaching strategies and organizational patterns to make small group instruction effective in a large group setting; (c) teachers do not have the technology skills and knowledge necessary to maximize the impact of technology as an instructional tool; and (d) teachers do not have the technology skill and knowledge to maximize the impact of technology as an instructional tool for mathematics or mathematics using manipulatives.

Recommendations: Six recommendations are: (a) larger sample across the United States focusing on ELLs from different origins; (b) similar study with a teacher of a different origin from the ELLs, (c) similar study of secondary teachers’ effective instructional strategies, (d) observational study in collaboration to evaluate effectiveness in supporting ELLs, (e) similar study with special education students, and (f) study of English only students comparing differences and similarities between ELLs and effective instructional strategies.

The gaps of school funding and student achievement are particularly pronounced in Illinois, raising statewide concerns about the inequity of school funding and the injustice of the achievement gap. While Illinois educators generally recognize the differences in funding levels and achievement levels in Illinois schools, studies to determine the relationships between the two are lacking. This study examines the relationship between per pupil spending and student achievement in Illinois elementary schools. This study also examines the relationship between student achievement and racial composition of the school and between student achievement and poverty level of the school. Additionally, relationships between per pupil spending and racial composition of the school and per pupil spending and poverty level of the school are examined. Finally, this study investigates the perceptions of principals on how funding inequity in their school affects student achievement.

This study accessed the relationship between race, socioeconomic status, age and the race implicit bias held by middle and high school science teachers in Mobile and Baldwin County Public School Systems. Seventy-nine participants were administered the race Implicit Association Test (race IAT), created by Greenwald, A. G., Nosek, B. A., & Banaji, M. R., (2003) and a demographic survey. Quantitative analysis using analysis of variances, ANOVA and t-tests were used in this study. An ANOVA was performed comparing the race IAT scores of African American science teachers and their Caucasian counterparts. A statically significant difference was found (F = .4.56, p = .01). An ANOVA was also performed using the race IAT scores comparing the age of the participants; the analysis yielded no statistical difference based on age. A t-test was performed comparing the race IAT scores of African American teachers who taught at either Title I or non-Title I schools; no statistical difference was found between groups (t = -17.985, p < .001). A t-test was also performed comparing the race IAT scores of Caucasian teachers who taught at either Title I or non-Title I schools; a statistically significant difference was found between groups ( t = 2.44, p > .001). This research examines the implications of the achievement gap among African American and Caucasian students in science.

The purpose of this mixed methodology study was to explore the perceptions of ability grouping and its possible contribution to the achievement gap within the high school. The researcher asserted that course placement criterion, associated with the College Prep, Honors and Advanced placement ability groups, serve as contributing factors towards maintaining an achievement gap between White, Asian, Black and Hispanic students. The study revealed stakeholder perceptions and concerns regarding the methods involved to place students in College Prep, Honors and Advanced Placement courses as a contributing factor towards maintaining the achievement gap that exists within the district. This study focused on the following research questions: (1) What are the specific beliefs, roles, and influences of teachers, administrators, counselors, students, and parents when determining ability level placement in school? (2) What key factors shape teacher's perceptions of students relative to academic achievement and placement? (3) Does a course placement criterion contribute to the achievement gap? The findings were based upon four data sources: focus groups conducted with parents, teachers/counselors, and students; interviews conducted with three district administrators; an on-line survey completed by parents, students, teachers/counselors and administrators; and a review of archival data regarding course enrollment and High School Proficiency Assessment scores over a period of three academic years.

This action research dissertation revealed fifteen findings of which four themes emerged. The themes are: (1) Beliefs, values, and influences of teachers, parents, and students affect ability grouping decisions; (2) A student's perceived work ethic and grades earned in previous classes influence teacher's decisions regarding ability placement; (3) The parent's right to overrule teacher course recommendations and course placement criterion contribute towards the achievement gap; and (4) Course enrollment and standardized test scores demonstrate the existence of an achievement gap in Central Jersey High School.

The purpose of this project was to locate a potential funding source and write a grant to create an ongoing summer program to improve reading proficiency for elementary school students' living in the Watts neighborhood of Los Angeles, California. There is a need for supplemental academic support for children of low-income families that focus on reading proficiency and mastery of language arts. The goal of the program is to increase family involvement in academics, student academic achievement, and the graduation rates of low income minority students. An extensive literature review was performed to investigate ways to address high school dropout rates and the achievement gap in Los Angeles. Low reading proficiency between the first and fourth grade of elementary school was determined to be a major factor contributing to the income achievement gap. A search was conducted to find a funder for a program that focuses on similar issues. Based on their mission to promote opportunity in Los Angeles County, The California Community Foundation was identified as a funding source. Actual submission for funding of this grant were not required for the completion of this project.

While it is important to recognize the economic background of students and home factors contributing to their achievement, the purpose of this study was to discover what best practices schools were implementing with low socioeconomic students to narrow the achievement gap in communication arts (Darling-Hammond & Richardson, 2009; Gorski, 2013; Snell, 2003). The research design incorporated mixed-methods by employing data collected from surveys, interviews, and secondary data sources. A triangulation of data was used to increase the credibility and validity of the study (Fraenkel et al., 2012; Mills, 2014). For this study, the quantitative data were collected using a survey as well as Missouri Assessment Performance (MAP) scores. The qualitative data were collected through interviews. In addition to increasing the validity of the study, the benefits of using triangulation also included creating varied ways to understand and reveal the results of the study (Fraenkel et al., 2012; Guion, Diehl, & McDonald, 2011; Mills, 2014). The results of this study indicated a blend of research-based best practices can make a positive impact in narrowing the achievement gap in students from low socioeconomic backgrounds in the area of communication arts. The significance of this research is the results provide educators an outline of successful research-based instructional strategies to assist communication arts students.

This study investigated the perceptions of Black and White central office administrators regarding the Black-White achievement gap. Four research questions (RQ) were explored: RQ1: How docentral office administrators understand the causes of the Black-White achievement gap? RQ2: How do central office administrators perceive their role in impacting the Black-White achievement gap? RQ3: How docentral office administrators address Black-White achievement gaps in their districts? RQ4: How do perceptions about achievement gaps and agency vary between Black and White central office administrators? Data for this qualitative study were gathered in 15 interviews with current and former central office administrators from seven districts in the Middle Atlantic region. Eight of those interviewed were White and seven were Black. Relationships between teachers and students were viewed as a major factor in the creation of achievement gaps. Raising the issue of gaps and providing professional development to educators are two major ways central office administrators viewed their role. Teachers and their inability to develop positive relationships with students were identified by participants in the study as a major obstacle in closing achievement gaps. Administrators used a multifaceted approach to addressing achievement gaps including working directly with students, parents, educators (through professional development), and changing the structure of the school day to provide intervention. A major distinction between Black and White administrators in the study had to do with the perceived obstacle of alienation. Five of the seven Black administrators expressed some sense of alienation due either to job title (typically those who work in offices of diversity or equity) or race.

Keywords: achievement gap, central office administrator, social capital, deficit thinking,color-blindness, White privilege, and identity.