Educational Assessment, Evaluation, and Research Commons^™

Student's Attitudes Toward High-Stakes Testing And Its Effect On Educational Decisions, Aldo Alfredo Moran

Dissertations

With the recent increase in accountability due to No Child Left Behind, graduation rates and drop-out rates are important indicators of how well a school district is performing. High-stakes testing scores are at the forefront of a school's success and recognition as a school that is preparing and graduating students to meet society's challenging demands.

*please download the dissertation to see the full Abstract.

Kindergarten Assessments As A Predictor For A Student’S Need For Intervention, Victoria Ellen Weinketz Hoover

Dissertations

The purpose of this study was to determine if the kindergarten assessment results from the three windows in reading, written communication, and mathematics were a valid predictor of a student’s need for intervention up until the conclusion of second grade. Reynolds (1992) suggested that a student’s overall school success is reflective of the approach taken early in kindergarten. With the demands of the No Child Left Behind Act (2001), districts have set in place strategies to meet the standard of all students reading on grade level at the conclusion of the third grade. If districts are to rise to the …

Third Grade Reading Performance And Teacher Perceptions Of The Scott Foresman Reading Street Program In Title I Schools In South Mobile County, Jamie Ladnier Hicks

Dissertations

The purpose of this study was to determine if third grade reading performance of students enrolled in south Mobile County Title I schools improved as a result of the first year implementation of the Scott Foresman Reading Street program. Attempts were also made to identify predictors that may improve future reading performance and data were obtained regarding the perceptions and overall satisfaction of the certified instructional personnel in grades K-5 employed in the Mobile County Public School System during the 2009-2010 school year, the first school year following the initial full year of program implementation. Reading performance was measured using …

A Comparison Of Course Completion, Satisfaction, Achievement, And Performance Among Non-Profit Professionals Who Complete Andragogical Or Pedagogical Online Learning Modules On Grant Writing, Joe Bernard Bradley Jr.

Dissertations

The purpose of this study was to compare the outcomes among staff members of nonprofit social service agencies who participated in or completed an andragogicallyfacilitated or a pedagogically-conducted online learning module on foundation grant writing. The efficacy of andragogical methods is unknown and often debated due to scarce empirical research on the topic. Though most prior empirical studies revealed no significant differences in outcomes between the two methods, this is the first study of its kind to address each of the assumptions of andragogy in an online non-formal learning environment. Effectiveness was measured based on participants’ self-reported reaction to learning …

Exploring A High School Community Relations And Parent Involvement Program, Robert Corey Sink

Dissertations

There are few issues in education that get as much attention as the need for improvement of parental and community involvement in and support for local schools. School faculties want to know how to improve the way they work with families and community members to better meet the needs of their students and parents want to find how to best communicate with the schools to help their children succeed. Even though there is extensive research and agreement about the importance of this topic, many schools continue to labor with these partnerships. This exploratory correlational research study employed a pre-test/post-test and …

Examining The Relationship Between Standard Tests, Experiential Learning Strategies, Student-Centered Teaching Attitudes, And Student Achievement In Communication Arts, Joann Clay

Dissertations

The purpose of this collaborative research study was to examine the relationship between standard tests, experiential learning strategies, student-centered teaching attitudes, and student achievement in Communication Arts. Each researcher took primary responsibility for the quantitative data (survey responses based on a Likert Scale and Missouri Assessment Program [MAP] and the qualitative data [open-ended questions, responses, and classroom observations of teachers]). This study was based on a collaborative effort in identifying the existence of teaching factors which could increase student achievement on the MAP test. The MAP test is one of several educational reforms mandated by the No Child Left Behind …

School Size And Student Academic Achievement In Idaho High Schools, Barbara J. James

Boise State University Theses and Dissertations

The purpose of this study was to determine whether or not a relationship existed between school size and student academic performance in Idaho high schools. This study used the mathematics portion of the Idaho Standards Achievement Test (ISAT) taken by all 10^th grade students in the spring of 2009 to compare academic achievement in students in small schools and students in large schools. Mean scores for proficient and advanced students were calculated and categorized into five school size classifications. For instance, 91% of all Boise High School (BHS) 10^th grade students demonstrated proficiency in mathematics on the ISATs. …

The Effect Of Guided Reading Instruction On Reading Achievement, Vanda Lea Underwood

Dissertations

Although reading achievement correlates highly with a student’s ability to do well in school, not all children achieve in reading. The purpose of this mixed-method study was to investigate whether reading instruction provided in small groups at the child’s own reading level, known as guided reading instruction, would result in significant improvement in the reading achievement of fourth- and fifth-grade students. Teachers’ commitment to and perception of guided reading instruction were also examined in the study district. The hypothesis was: Have student reading scores improved on the Illinois Standards Achievement Test (ISAT) in 2007 and 2008, after implementing guided reading …

Process Evaluation Of The Instant Word Notebook, Jeannie Ellen Roberts

Dissertations

This program evaluation of The Instant Word Notebook was conducted by two educators who created an instructional tool to teach and assess the most frequently occurring words in written text, commonly known as Instant Words. In an effort to increase the reading scores of first and second grade students, teachers were instructed to teach Instant Words. It was observed that teachers exposed students to Instant Words, but had no systematic process to teach and assess Instant Words for mastery. The purpose of The Instant Word Notebook was to teach and assess mastery of Instant Words to first and second grade …

Effects Of At-Home Reading Activities And Parental Involvement On Classroom Communication Arts Assessments: Focus On The High School Level, George Edwards

Dissertations

This dissertation was written collaboratively by Cynthia Warren, Linetta Carter, and George Edwards with the exception of chapter 4 which is the individual effort of the aforementioned researchers. The purpose of this study was to explore the effects of athome reading activities and parental involvement on classroom communication arts assessments with a focus on the high school level. A total of 150 students from two inner city schools and one suburban middle school were chosen for the multi-method research. Students’ reading scores were evaluated and their parents were interviewed. A collaborative study involving three investigators was conducted to determine if …

The Use Of Multiple Intelligence Concepts With Middle School Students And Future Academic Achievement, Christa Fountain Glenn

Dissertations

This quantitative quasi-experimental study examined the variables of student’s grade point averages when Multiple Intelligences were introduced and implemented in a study in 2007. To examine this information, in 2007 a study was conducted of 115 eighth grade students from a single grade school in the southern United States. At the conclusion of the study in 2007, it was the researchers’ belief that students may possibly utilize the Multiple Intelligences in their upcoming years as high school students, therefore, the study continued and the academic achievement by way of grade point averages of 94 of the original students now ending …

Fourth And Fifth Grade Student Achievement And Possible Relationship To Three Teacher Selection Tools, Jon D. Hall

Dissertations

This study attempts to identify possible relationships between cognitive ability, teacher dispositions, and content knowledge and elementary classroom achievement. Data was gathered on teachers using the Wonderlic Personnel TestTM, Star Teacher Pre-ScreenerTM, and Praxis IITM assessments and compared to classroom growth on the Measures of Academic Progress (MAP) computer-based adaptive assessment. The sample size was limited but included fourth and fifth grade teachers that volunteered from selected Kentucky public school districts. Pearson correlation analysis did not show any significant relationship between the scores on the three teacher assessments and student academic growth using the MAP growth index scores for corresponding …

A Study To Determine The Influence Of Student Status And Gender On The Learning Styles Of Freshmen Students, Ali J. Morris

Department of Educational Administration: Dissertations, Theses, and Student Research

The purpose of this study was to compare the learning styles, as defined by David A. Kolb, of traditional freshmen students and non-traditional freshmen students to determine if there is a significant difference between them. The researcher also collected data to determine if there is a correlation between learning styles for gender and traditional/non-traditional student status.

Kolb’s Learning Style Inventory (LSI) was used as the survey instrument and was administered to all students in the sample. The stratified random sample population consisted of 550 students selected from the freshmen class and provided to the researcher by the Office of Institutional …

Generational Affiliation As A Component Of Culture: Focus Group Perspectives Of Three Generational Cohorts, Elisabeth Anne Nesbit

Graduate Theses and Dissertations

The purpose of this study was to explore the multicultural elements related to generational affiliation. Much of current generational literature is anecdotal and does not empirically explore the culture of each generation. A constructivist ground theory approach was applied to the study of three generational cohorts (Baby Boomers, Generation Xers, and Millennials) using focus groups to (a) explore the values, beliefs, and worldview inherent to each generation, and (b) extend theory on multiculturalism Data from nine focus groups, three for each generational cohort, were analyzed for key themes within each generational cohort. Results indicated that, in keeping with the American …

Interaction, Internet Self-Efficacy, And Self-Regulated Learning As Predictors Of Student Satisfaction In Distance Education Courses, Yu-Chun Kuo

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

Online learning research is largely devoted to comparisons of the learning gains between face-to-face and distance students. While student learning is important, comparatively little is known about student satisfaction when engaged in online learning and what contributes to or promotes student satisfaction. Emerging research suggests there are a few strong predictors of student satisfaction, and other predictors that may or may not predict student satisfaction. None of the existing research examines predictors together, or statistically controls for course differences. This study examines the influence of various factors on student satisfaction including three types of interaction, Internet self-efficacy, and self-regulated learning. …

Creating Inclusive Learning Communities For Ell Students: Transforming School Principals' Perspectives, Kathryn Brooks, Susan R. Adams, Trish Morita-Mullaney

Scholarship and Professional Work – Education

School-level administrators are often concerned about tertiary supports for English language learners (ELLs), such as translating signs and school documents or offering Spanish classes for their teachers. Although modeling and learning the heritage language(s) of the ESL population can be helpful, its focus on language differences can limit our considerations of broader systemic challenges that impact the success of ELLs in our schools. This article shares the dialogues that school administrators are having about ELL students and discusses the use of social justice and equity focused professional learning communities as a way to transform this discourse to address the broader …

How Did Arkansas Fare In The Race To The Top?, Nathan C. Jensen, Gary W. Ritter

Policy Briefs

In late March, the winners for Round 1 of the federal Race to the Top (RttT) were announced. The competitive grant funded under the American Recovery and Reinvestment (ARRA) was described in more detail in an OEP policy brief posted here . In January, Arkansas joined 40 other states in submitting an application. When the finalists were announced, Arkansas was ranked 17th and just missed the cut! In this policy brief, we provide a brief overview of how the Arkansas application fared and what our state leaders could do to increase our chances for Round Two.

National Standards: Following The Pendulum Of Debate, Nathan C. Jensen, Gary W. Ritter

Policy Briefs

In March, the Common Core State Standards Initiative (CCSSI) released drafts of the proposed National Standards for K-12 education in English Language Arts and Literacy, History/Social Studies, Science, and Math. The draft standards were developed in collaboration with teachers, school administrators, and experts with the goal of providing a clear and consistent framework to develop “college or career ready” students. In this draft, the authors attempt to define knowledge and skills students that high school graduates need for entry-level, credit bearing academic college courses and workforce training programs.

Reauthorizing No Child Left Behind: The Obama Blueprint, Nathan C. Jensen, Gary W. Ritter

Policy Briefs

Almost 45 years ago to this day, the federal government enacted the Elementary and Secondary Education Act (ESEA) on April 11, 1965. The Act, which provided funds for professional development, instructional materials, resources to support educational programs, and promoted parental involvement in primary and secondary education, has been reauthorized about every five years since its enactment. The current version, known more commonly as the No Child Left Behind Act, is now up for reauthorization. The following policy brief will describe the development of the Act into its current form, discuss the major components of No Child Left Behind, and highlight …

2009 Naep Reading Results, Nathan C. Jensen, Gary W. Ritter

Policy Briefs

The National Assessment of Educational Progress (NAEP), also known as “the Nation’s Report Card,” is a national assessment of what students in each state know in various subjects. The grade 4 and 8 mathematics and reading portions of the NAEP were administered in 2009. We highlighted the math results, which were released last fall, in the 2009 Arkansas Report Card (http://www.uark.edu/ua/oep/report_cards/2009_Report Card.pdf). The 2009 reading scores were released at the end of March, 2010. This policy brief highlights the recent NAEP reading results and demonstrates, bluntly, that growth has stagnated both in the U.S. and Arkansas.

Walking Box Ranch Planning And Design Quarterly Progress Report: Period Ending April 10, 2010, Margaret N. Rees

Walking Box Ranch

• UNLV and Dornbusch and Associates have signed a contract for Dornbusch to conduct a “Visitor Services Feasibility, Compatibility, Market Study, and Business Plan” at the ranch, including all future museum and research center activities. This effort is kicking off in April 2010.
• UNLV is in the process of purchasing and installing a weather station at the ranch, and will conduct preliminary research using this equipment. Funding for a dual axis solar tracker was obtained from the UNLV sustainability initiative.
• Bill Wood, UNLV Real Estate Management, is continuing to work with Rex Bell to create an inventory of items that Rex …

Wku Scholar, Pamela Napier, Editor-In-Chief

WKU Scholar

No abstract provided.

Resegregation In Minneapolis Public Schools: Tipping Points For Academic Success, Collin Cousins

Sociology Honors Projects

What happens to achievement gaps in middle school test scores when the racial compositions of schools change? Existing research indicates that academic achievement on standardized tests is negatively related to high concentrations of non-white students in schools, and disproportionately affects non-white students. To explore this, I conducted a two-fold approach of analyzing school characteristics and student test scores from Minneapolis public schools between 1988 and 2004, and interviewing administrators from four different Minneapolis schools that used the MBST test between 1998-2004 in order to better understand the context of the processes that occurred to produce the results. I explored how …

Criteria Of Nonacademic Characteristics Used To Evaluate And Retain Community Counseling Students, Dr. Jill D. Duba, Susan B. Paez, Aaron Kindsvatter

Counseling & Student Affairs Faculty Publications

The authors investigated ways in which selected 2001 standards of the Councii for Accreditation of Counseling and Related Educational Programs, namely, retention and evaluation criteria relative to nonacademic characteristics, are addressed within Community Counseling master's-degree programs. Results from this survey research study illustrated various retention criteria that are used to evaluate students in various community counseling programs across the country.

Parent Information Nights: An Elementary School Principal’S Search To Increase Parent Input And Affect The Learning-At-Home Environment, Stan Ponder

Dissertations

Although the No Child Left Behind Act of 2001 requires schools to create initiatives to increase parental involvement, the development, implementation, and effectiveness of these initiatives are left to the individual schools and their leadership teams. This qualitative study focused on a program designed to increase parental involvement and education to affect the learning-at-home environment as it relates to student learning. By using an action research model, parents of students in a small, rural elementary school in the Midwestern United States attended two cycles of meetings designed to increase awareness of educational concerns. These meetings were conducted with the desire …

The Development Of Curriculum-Based Measurement Local Norms In The Area Of Written Expression, Elizabeth Anne Youngman

Masters Theses & Specialist Projects

This project used Curriculum-Based Measurement (CBM) in the area of Written Expression to establish district norms for Bowling Green City Schools. CBM uses brief fluency measures as indicators of students' academic performance. With the use of CBM, it is possible to identify students who are considered to be at-risk for educational performance. AIMSweb probes were used to assess 1,565 first through fifth grade students from five elementary schools within the Bowling Green Independent School District. Performance was scored using the three most common scoring indices: Total Words Written (TWW), Words Spelled Correctly (WSC), and Correct Word Sequence (CWS). Data collected …

Wmu Assessment In Action Day Conference Program 2010, Office Of Assessment And Undergraduate Studies

Assessment in Action Conference

No abstract provided.

The New Rules Of For Measuring Teacher Quality: Lessons Learned From The Assessment Experts, Brent M. Duckor

Faculty Publications

No abstract provided.

Reconciling Students’ Questions About War And Terrorism: A Powerful Teaching And Learning Approach, Kimberlee A. Sharp

Faculty Research at Morehead State University

The social studies classroom is a place for student questions. The kinds of questions students often ask involve controversial issues that they have heard about on the news, popular media, and/ or their families and friends. The war in Iraq and Afghanistan and the related issue of terrorism is no exception. However, since the U.S. invasion of Iraq in 2003, many school districts across the nation have tread softly around the controversial subjects of war and terrorism.

Act Scores As Predictors Of Success: A Correlation Study Between Act Scores And The Lindenwood University Business Capstone Course, Karolina Lapinska-Schneider

Dissertations

Business schools across the nation, to meet the accreditation standards of the Association of Collegiate Business Schools and Programs (ACBSP), must incorporate results of certain outcomes assessments for evaluation of programs efficacy and continuous improvement purposes. The Educational Testing Service Major Field Test in Business Administration (ETS MFT-B) helps business institutions to evaluate their programs and to make improvements through changes in the curriculum. This study examined if the ACT scores, Cumulative Grade Point Average, and Term Grade Point Average determined the performance on the ETS MFT-B. The sample consisted of 59 business students enrolled in the Management Policy course …