This causal-comparative study was designed to address an increasing educational trend: providing interventions to students who passed a No Child Left Behind tested course but who failed the accompanying high school assessment in one Maryland public school system. The purpose of the study was to determine which of three intervention types (Structured Day course, Structured After School course, Non Credit Review) was most successful in increasing scores on the Algebra/Data Analysis High School Assessment for any specific student group and to help school systems make decisions that affect students who do not pass the high school assessment.
The sample included students who had (a) passed the algebra/data analysis course, (b) failed the Maryland Algebra/Data Analysis High School Assessment, (c) completed an intervention, and (d) retested (N=363). A randomized sample (N=118) was chosen to meet the assumptions of an ANCOVA. This researcher analyzed data within the racial/ethnic groups of African American and White students. In addition, data from student groups receiving special education and/or FARMS were examined. The results showed that there were no significant differences among the intervention programs for any student group. Furthermore, time elapsed between the first and second attempts did not affect change scores significantly.
|Commitee:||Helmrich, Barbara H., Milam, Adam C., Murphy, Melissa, Slear, Sharon|
|School:||Notre Dame of Maryland University|
|Department:||Department of Education|
|School Location:||United States -- Maryland|
|Source:||DAI-A 73/10(E), Dissertation Abstracts International|
|Subjects:||Mathematics education, Educational tests & measurements, Secondary education|
|Keywords:||Algebra, Algebra/Data Analysis High School Assessment, End of course assessment, High school assessment, Intervention, Maryland, No Child Left Behind, State assessment|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be