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ERIC Number: ED568991
Record Type: Non-Journal
Publication Date: 2014
Pages: 105
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3038-8551-8
ISSN: N/A
Correlation between Grades 4th, 8th, and 11th English Language Arts Scores and High School Graduation
Parese, Errin C.
ProQuest LLC, Ed.D. Dissertation, Walden University
The focus of this research was on students' low graduation rate in a New York State high school, investigating a possible correlation between students' longitudinal English Language Arts (ELA) exams and their graduation status. In the 2010-11 school year, 25% of the students at the high school of study failed to graduate, a rate which was 5% lower than that of the state average. That result designated the school as failing to achieve annual yearly progress for the overall graduation rate. Despite these documented declines in student performance, the associating factors of this decline were unknown. The purpose of this study was to investigate a possible correlation between students' graduation status and their longitudinal ELA exam scores. The theoretical framework of this study was based on Bandura's social cognitive theory on self-efficacy, which demonstrates the potential negative impacts of ELA exams on students' self-efficacy and their long-term academic success. Research questions investigated correlations between students' ELA exam scores in Grades 4, 8, and 11 and high school graduation statuses. A longitudinal correlation design was used with archival data from a census sample of 1,229 12th grade students from the 2009-10 and 2010-11 school years. Point-biserial Pearson's [superscript r] was used to analyze data. Results showed that, for the Class of 2009-10, there was no relationship for 4th and 8th grade and a slight relationship for 11th grade and graduation status. For the Class of 2010-11, there was a weak relationship between 4th, 8th, and 11th grade and graduation status. These results support greater focus and funding for ELA interventions at specific grade levels, in order to create positive social change by increasing students' reading achievement on ELA exams, student confidence, self-efficacy, and well being as a precursor to raising the graduation rate. [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 4; Intermediate Grades; Elementary Education; Grade 8; Junior High Schools; Middle Schools; Secondary Education; Grade 11; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York