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Dissertation/Thesis Abstract

Effects of accelerated instruction on achievement gains of underprepared Catholic high school freshmen
by Marlatt, Eva Strohm, Ed.D., University of Phoenix, 2013, 194; 3570376
Abstract (Summary)

Educational leaders have many choices of organizational, curricular, and instructional interventions for academically underprepared high school freshmen. In the past decade, doubled instructional time in core subjects has become an increasingly popular intervention in large public school districts. Results so far have been mixed and there are no studies investigating the effects of this strategy in the private school sector. The purpose of this retrospective, pretest-posttest quasi-experiment with nonequivalent groups was to examine whether significant differences existed in the academic achievement gains of academically underprepared Catholic high school freshmen who received double-dosed mathematics and/or English instruction during ninth grade compared to equally underprepared peers who did not. The study used a dataset of 493 cases from an urban Catholic diocese in the San Francisco Bay Area. Academic achievement data consisted of archived mathematics and reading scores from two standardized, norm-referenced batteries with a published predictive validity metric of r = .83 (pretest: HSPT, posttest: PLAN). Independent t-test, ANCOVA, and ANOVA analyses were conducted to identify differences between group means and variances. Analyses revealed no statistically significant differences in posttest scores in mathematics or reading between the groups, challenging existing assumptions from previous effectiveness findings in the public school sector. The results indicate that, as a stand-alone intervention, doubled instructional time in the core subjects does not accelerate achievement gains for academically underprepared freshmen at urban Catholic high schools.

Indexing (document details)
Advisor: Kelsey-Jenkins, Carman
Commitee: Conrad, Kelley A., Head, Ronald
School: University of Phoenix
Department: Curriculum and Instruction
School Location: United States -- Arizona
Source: DAI-A 74/09(E), Dissertation Abstracts International
Subjects: Educational leadership, Religious education, Secondary education, Curriculum development
Keywords: Academically underprepared students, Accelerated instruction, Catholic high schools, Doubled instructional time
Publication Number: 3570376
ISBN: 978-1-303-14981-8
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