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ERIC Number: ED560406
Record Type: Non-Journal
Publication Date: 2013
Pages: 136
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3033-6698-7
Narrowing the Standardized Achievement Gap among Ethnic Subgroups
Grenier, Janet L.
ProQuest LLC, Ed.D. Dissertation, Walden University
There is a gap in academic achievement, as evidenced on standardized tests, between European American, Latino American, and African American students in the United States. In 2011, the United States average scale scores for 8th grade students on the NAEP mathematics assessment for European American, Latino American, and African American students were 294, 272, and 260, respectively. The purpose of this quasi-experimental study was to determine the effectiveness of extra learning opportunities (ELO), specifically the Assessment and Learning in Knowledge Spaces (ALEKS), and student learning outcomes among 3 ethnic groups. Cognitive information processing theory was the theoretical foundation of this study. The research questions for this study examined whether ALEKS treatment is an effective ELO with improving performance in any of the 3 ethnic groups. Existing pretest and posttest data from 2 groups of 7th grade mathematics students were used for this study. Seventh grade students were studied to determine if there would be an effect on the 8th grade test scores. ANCOVA compared student performance among the 3 ethnic groups. There was a marginal statistically significant difference in mathematical achievement between students in resource classes that used ALEKS and resource classes that did not utilize ALEKS when controlling for the covariate (pretest scores). There was not a statistically significant difference in mathematical achievement between ethnic subgroups when controlling for the covariate. Implications for social change include assisting educators and administrators to narrow the achievement gap between ethnic subgroups, such assistance will add to existing research related to the effective implementation of ELOs. [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:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Grade 7; Junior High Schools; Middle Schools; Elementary Education; Secondary Education; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A