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Dissertation/Thesis Abstract

Academic success of at-risk African American male students who receive culturally relevant teaching, college readiness preparation, and mentorship
by Taylor, Timothy L., Ph.D., Capella University, 2016, 146; 10124222
Abstract (Summary)

This quantitative study analyzed archival data to determine whether a significant difference existed in the reading comprehension scores and student success (enrollment in honors and or advanced placement classes and college after graduation) of at-risk African American male students who received Advancement via Individual Determination/African American Male Initiative (AVID/AAMI) learning modalities and those who did not. The sample consisted of 134 at-risk African American male students from a California school district. A descriptive comparative research design provided effectiveness in gathering and analyzing data to find the differences between the two groups. The results of an ANCOVA test and chi-square goodness-of-fit tests indicated no significant difference (F = .054, P = .817) between the mean gain reading comprehension scores of 11th grade at-risk African American male students who received AAMI/AVID learning methodologies and those who did not. However, a significant difference did exist (P = .000, chi-square = 24.605) between the two instructional approaches (AAMI/AVID learning methodologies and non-AAMI/AVID learning methodologies), which indicated a high association between AAMI/AVID learning methodologies and enrollment into more rigorous courses such as advanced placement and or honors classes: X2(1) = 7.410a, p (.006) ≤ .05. Although a final research question (Is there a difference in the number of students enrolled in college after graduation of at-risk African American male students who received CRP and those who did not during 2010-2013?) could not be answered due to lack of available data, teachers and or administrators of the AAMI/AVID program in the district recorded that 90% of the at-risk African American male students who received AAMI/AVID learning methodologies enrolled in college after graduation. Practical implications for this study suggested that professional development (PD) of AAMI/AVID learning methodologies is an essential factor in effective implementation of AAMI/AVID learning methodologies, and these methodologies can yield positive results for at-risk African American male students.

Indexing (document details)
Advisor: Stabile, Chris, Wold, James
Commitee: Adams, Candace, Trujillo-Jenks, Laura
School: Capella University
Department: School of Education
School Location: United States -- Minnesota
Source: DAI-A 77/11(E), Dissertation Abstracts International
Subjects: African American Studies, Educational evaluation, Secondary education, Gender studies
Keywords: Advancement via individual determination, African American male initiative, African American male students, At-risk, Reading comprehension
Publication Number: 10124222
ISBN: 978-1-339-82348-5
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