Education Commons^™

The Numbers Game: What An Un-Predictive Ability Of Success In First-Year Mathematics Courses And Subgroup Bias Mean To Students At Hispanic-Serving Institutions, Jayme Gonzales Agozie

Theses & Dissertations

The purpose of this quantitative study was to examine the ability of standardized test scores to predict the performance of students in first-year mathematics courses, and the extent to which these tests displayed differential validity among various subgroups. Using discriminant analysis, it was established that the following percentages of students were correctly classified into passing and not passing groups, using the listed independent variables: a) SAT mathematics scores - 58.6%, b) SAT verbal scores - 50.6%, c) ACT mathematics scores - 54.7%, and d) ACT verbal scores - 56.3%. New predictive models were created using standardized test scores in combination …

An Examination Of Black Male Success In High School Mathematics, David Walters Jr.

Dissertations, Theses, and Capstone Projects

For a national sample of Black male students, what is the relative impact of instructional technology on 10th and 12th grade math scores? This dissertation employs two waves of the Education Longitudinal Study (2002 & 2004) and multivariate statistical techniques to explore the relative importance of instructional technology (implementation by teachers and training for teachers), student perception of math ability, teacher and school effects, as well as socioeconomic status on high school math scores for this unique population.

Bourdieu’s cultural and social capital, Coleman’s cultural capital and social action, Martin’s equity-based math education, and Gutierrez’s socio-political mathematics will serve as …

Measuring The Achievement Gap: A New Lens For Economic Disadvantage, Suzanne C. Bryant

Electronic Theses and Dissertations

The purpose of this study was to determine if there was a difference between a student’s reading/language arts TCAP scale score and his or her lunch status for students in grades three, four, & five within two school systems in Tennessee. The population consisted of 2,442 students who were in grades three, four, and five during the 2014-2015 school year in a city school system in east Tennessee and a county school system in middle Tennessee. The Kruskal-Wallis H, a non-parametric test, was used to identify statistically significant differences in the medians of the reading/language arts TCAP scores across the …