NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED532416
Record Type: Non-Journal
Publication Date: 2009
Pages: 158
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1095-5786-2
ISSN: N/A
The Relationship between STAR Math Score Gains and Academic Achievement in Math
Churchwell, Don Wesley
ProQuest LLC, Ed.D. Dissertation, Tennessee State University
This study examined the relationship between STAR Math gains and TCAP composite scores. The purpose of this study was to determine if there was a significant relationship between STAR Math pretest and posttest gains over the course of the 2005-2006 academic year through the use of the STAR Math software program and TCAP math composite scores at the middle school level in rural Benton County. The population studied was comprised of sixth, seventh, and eighth grade regular classroom students enrolled in the Benton County School System. The data were analyzed using descriptive and inferential statistics. The sample consisted of 496 middle school students in rural Benton County, Tennessee. This quantitative study design was correlational in nature. Research was guided by four null hypotheses and tested at a predetermined alpha of 0.05 (alpha = 0.05). The computer-based software program StatView was used to generate graphs, calculate Pearson correlation coefficients (r), Pearson correlation coefficient squared (r[superscript 2]), and p-values. An analysis of variance was implemented to test for significance when sub-grouped by grade-level. This research revealed a significant relationship between STAR Math gain scores and TCAP composite scores. When further analyzed comparatively by grade-level subgroups the results indicated that younger grades benefit more from STAR Math evaluations. Based on the findings of this study it was recommended that a STAR Math beginning pretest at the onset of the school year in conjunction with a year ending posttest be administered to help determine the academic gain of each student. An examination of STAR Math gains can then be implemented as a component in the evaluation of TCAP preparedness to assist in student need identification. [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.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Grade 6; Grade 7; Grade 8; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Tennessee