Dissertation/Thesis Abstract

Achievement, Engagement, and Behavior Outcomes of Youth At Risk Following a Pre-Eighth-Grade Summer Academic Enrichment Program and Participation in a School-Wide, School Year Long, Ownership, Mastery, and Grading Initiative
by Alati, David K., Ed.D., University of Nebraska at Omaha, 2011, 200; 3464881
Abstract (Summary)

No significant differences in beginning eighth-grade pretest compared to ending eighth-grade posttest California Achievement Test Normal Curve Equivalent Scores were found for youth at risk who completed a pre-eighth-grade summer academic enrichment program where comparisons for reading vocabulary t(19) = 0.46, p = .33 (one-tailed), d = 0.107, reading comprehension t(19) = 1.09, p = .14 (one-tailed), d = 0.253, and total reading ( t(19) = 0.67, p = .26 (one-tailed), d = 0.163 were all in the direction of test score improvement. A significant difference was found for youth at risk who refused the pre-eighth-grade summer academic enrichment program pretest-posttest comparisons for total reading (t(19) = 2.05, p = .05 (one-tailed), d = 0.473 but not for reading vocabulary t(19) = 1.58, p = .07 (one-tailed), d = 0.351, and reading comprehension t(19) = 1.65, p = .06 (one-tailed), d = 0.392, also where all test scores were in the direction of improvement. No posttest-posttest Analysis of Variance difference was observed for between groups reading achievement test score comparisons. A pattern of significant language test score improvement was found for students at risk who completed a pre-eighth-grade summer academic enrichment program for language expression t(19) = 2.30, p = .02 (one-tailed), d = 0.507 and total language (t(19) = 2.05, p = .05 (one-tailed), d = 0.473 but not for language mechanics t(19) = 0.36, p = .36 (one-tailed), d = 0.080 and students at risk who refused a pre-eighth-grade summer academic enrichment program language expression t(19) = 2.70, p = .01 (one-tailed), d = 0.624 and total language ( t(19) = 1.95, p < .05 (one-tailed), d = 0.432 but not language mechanics t(19) = 0.88, p = .19 (one-tailed), d = 0.209. A similar pattern of improvement was also observed for the math score of students who completed the pre-eighth-grade summer academic enrichment program math computation t(19) = 0.03, p = .49 (one-tailed), d = 0.007, math concepts and applications t(19) = 2.74, p = .01 (one-tailed), d = 0.605, and total math (t(19) = 1.97, p < .05 (one-tailed), d = 0.428 but not for students who refused the pre-eighth-grade summer academic enrichment program math computation t(19) = −0.094, p = .34 (one-tailed), d = −0.094, math concepts and applications t(19) = 1.35, p = .10 (one-tailed), d = 0.321, and total math (t(19) = 0.13, p = .13 (one-tailed), d = 0.029. Equipoise observed for all average range reading, language, and math posttest-posttest Analysis of Variance comparisons suggests that participation in a school-wide, school year long, ownership, mastery, and grading initiative, rather than summer school completion or refusal, contributed equally to the improved achievement test scores over time for both groups. Classroom grades where both higher and lower at posttest and for the most part were also observed within the average range. Posttest writing scores improved significantly over time for students in both groups with no posttest between group Analysis of Variance difference found. Athletic and activities cumulative participation frequencies were commendably robust with no difference observed for the two groups over a two-year period. Finally, absence behavior frequencies were in the direction of improvement for students who completed the summer program while tardies and discipline frequencies for students identified as at risk were observed in the direction of significantly higher posttest absences and tardies measures. Study results suggest continuation of the program initiative for the research school's middle school students.

Indexing (document details)
Advisor: Hill, John W.
Commitee: Dlugosh, Larry L., Grandgenett, Neal F., Keiser, Kay A., Smith, Peter J.
School: University of Nebraska at Omaha
Department: Educational Administration and Supervision
School Location: United States -- Nebraska
Source: DAI-A 72/11, Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: School administration
Keywords: Achievement, And behavior outcomes, And grading initiative, At risk, Engagement, Mastery, Ownership, mastery, and grading initiative, Pre-eighth-grade summer academic enrichment program, School-wide, School-year-long, Youth at risk
Publication Number: 3464881
ISBN: 9781124817149
Copyright © 2019 ProQuest LLC. All rights reserved. Terms and Conditions Privacy Policy Cookie Policy
ProQuest