The purpose of this study was to determine if students in identified Illinois high schools who were a part of a one-to-one (1:1) laptop program achieved higher results on the computer-based Partnership for the Assessment of Readiness for College and Careers (PARCC) assessment than students in identified Illinois high schools that did not participate in a laptop program. In addition, gaps between males, females, large high schools, and small high schools were analyzed to discern if laptop programs possibly helped close achievement disparities. This study used a quantitative, non-experimental design that focused on a causal-comparative analysis of archival data from the 2014-15 school year. Participants were students in identified Illinois high schools who were administered the English/language arts and math components of the computer-based PARRC assessment. Results showed no statistical significance in English/language arts achievement scores between students who participated in a 1:1 laptop program and those that did not participate in a 1:1 laptop program. As for the math portion of the PARCC, there was a statistical significance as students that did not participate in 1:1 laptop programs scored higher than students that participated in 1:1 laptop programs in all areas except for students in small high schools. Students in small high schools that participated in 1:1 laptop programs scored significantly higher than their counterparts that did not participate in 1:1 laptop programs. The findings from this study indicated that 1:1 laptop programs may not increase student achievement on computer-based assessments.
|Advisor:||Cipfl, Joe, Reinhardt, Keith|
|Commitee:||Cipfl, Joe, Reinhardt, Keith, Rosborg, Jim|
|School Location:||United States -- Illinois|
|Source:||DAI-A 78/12(E), Dissertation Abstracts International|
|Subjects:||Educational tests & measurements, Educational leadership, Secondary education, Educational technology|
|Keywords:||1:1, Computer-based, High schools, Illlinois, Laptops, PARCC|
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