Dissertation/Thesis Abstract

Quantitative Study on the Performance Gap in Reading and English Language Arts
by Wright, Amy, Ph.D., Capella University, 2018, 104; 10975617
Abstract (Summary)

This quantitative research project identifies if a performance gap exists between student performance and student expected performance on the last two administrations of the FCAT 2.0 in Reading and the first two administrations of the FSA ELA for 9th and 10th grade students using descriptive statistics to identify the mean and distribution of the data for three distinct groups. This research project also evaluates if there have been any changes to the performance gap with the implementation of the new standardized assessments. This study evaluates the performance gap for six large high schools in the State of Florida, three of which are Title 1 schools and three of which are Non-Tile 1 schools. This study evaluates the difference in student performance from year to year and between the school types. This study analyzes archival student performance data for approximately 25,000 students in 9th and 10th grades. This research study found that a performance gap exists specifically with students attending Title 1 schools which results in a performance gap for the group as a whole. This study also found that over the course of time evaluated the performance gap has widened and the performance of students attending Non-Title 1 schools has dropped almost to the level of creating a performance gap.

Indexing (document details)
Advisor: Orizondo-Harding, Yolanda
Commitee: Nies, John, Snyder, Leone
School: Capella University
Department: Education
School Location: United States -- Minnesota
Source: DAI-A 80/03(E), Dissertation Abstracts International
Subjects: Language arts, Educational tests & measurements, Education, Secondary education, Reading instruction
Keywords: Assessment, English language arts, Performance gap, Reading
Publication Number: 10975617
ISBN: 978-0-438-62155-8
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