Sam Houston State University
Permanent URI for this collectionhttps://hdl.handle.net/2249.1/79152
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Browsing Sam Houston State University by Subject "Academic achievement"
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Item DIFFERENCES IN ACADEMIC ACHIEVEMENT BY GRADE SPAN CONFIGURATION: A TEXAS STATEWIDE STUDY(2016-08-04) Fiaschetti, Carolyn F; Slate, John R.; Martinez-Garcia, Cynthia; Moore, George W.Purpose The purpose of this journal-ready dissertation was to examine the extent to which grade span configuration was related to the academic achievement of students in Grades 5 and 6. Specifically, the academic achievement of students in poverty, boys and girls, and students of three ethnic/racial groups (i.e., White, Black, and Hispanic) were examined. Specifically analyzed in these three investigations were the reading and mathematics achievement of these groups of students according to the grade span configuration of their school. The two grade span categories that were compared were a single or double grade level school (i.e., Grade 4-5, 5 only, or 5-6) and a multiple grade level school (i.e., PreK-Grade 6). Each of these three empirical investigations included three years of statewide public school data analyzed. This 3-year analysis of data permitted a determination of the extent to which trends were present in the relationship of grade span configuration with academic achievement of students in Grade 5 and 6 enrolled in Texas public schools. Method A causal-comparative research design was used for this study. Archival data were obtained from the Texas Education Agency for three school years (i.e., 2012-2013, 2013-2014, and 2014-2015). Specific information obtained for Grade 5 and 6 students in Texas was: State of Texas Assessments of Academic Readiness Reading and Mathematics passing rates; grade span configuration; economic status; and ethnic/racial status. Student passing rates were analyzed as a function of grade span configuration by poverty, gender, and ethnic/racial status for Grade 5 and 6 students in Texas. Findings Statistically significant results were present for all reading analyses, with multi-grade level grade span configurations having statistically higher passing rates than single/double grade span configurations, and for all but two mathematics passing rates analyses. Higher passing rates were present for students in multi-grade level schools than their peers in single/double grade level schools. Results from this study were congruent with much of the recent empirical literature in that student academic performance is better in settings that have more grade levels than in settings with fewer grade levels. Implications for policy and recommendations for research were provided.Item MOBILITY AND STUDENT ACHIEVEMENT IN TEXAS: A MULTIYEAR, STATEWIDE INVESTIGATION(2016-08-04) Bostick, Benjamin Mark; Slate, John R.; Martinez-Garcia, Cynthia; Moore, George W.Purpose The first purpose of this journal-ready dissertation was to investigate the relationship of mobility to student achievement in Grade 6 students when controlling for economic status and not controlling for economic status. The second purpose was to examine the relationship of mobility to Grade 7 students’ academic achievement when controlling for and not controlling for economic status. Finally, the third purpose was to examine the relationship of mobility to the academic achievement of Grade 8 students when controlling for and not controlling for economic achievement. Method A non-experimental research design was used in this study. Participants were selected from the Texas Education Agency Public Education Information Management System. This database is publicly accessible and contains archival data about students’ enrollment, demographic, and testing history. Archival data were obtained for the 2002-2003, 2003-2004, 2004-2005, 2005-2006, 2006-2007, and 2007-2008 school years for Grade 6, 7, and 8 students in an accountability subset for a campus or district. Raw scores from the Texas Assessment of Knowledge and Skills Reading, Mathematics, Science, and Writing tests were analyzed to determine if mobility, as measured by a student being enrolled at a campus less than 83% of the school year, had an effect on academic achievement, and if that effect persisted when controlling for economic status. Findings Results were consistent across all three grade levels and all subject areas. Statistically significant results were present for all analyses when controlling for and not controlling for economic status. Effect sizes for the relationship between economic status and academic achievement were large. Effect sizes for the relationship between mobility and academic achievement were trivial when controlling for and not controlling for economic status. Average scores for mobile students were between 1.93 and 3.69 points lower than the average scores of non-mobile students in reading; 2.57 and 5.63 points lower than the average scores of non-mobile students in mathematics; 1.66 and 2.42 points lower than the average scores of non-mobile students in writing; and 4.65 to 5.02 points lower than the average scores of non-mobile students in science. As such, results were congruent with the extant literature.Item Perceptions of Latino Students in the Academic Achievers Program Regarding Non-cognitive Factors for College Enrollment and Graduation(2016-10-28) Patenotte, Lisa Rodriguez; Robles-Pina, Rebecca; Martinez-Garcia, Cynthia; Martirosyan, NaraPurpose The purpose of this study was to explore the perceptions of current and former Latino participants in the Academic Achievers Program (AAP) regarding Non-Cognitive and Other Potential Factors for college enrollment and graduation. The participants for this study were purposefully selected from the populations of students that are currently enrolled in AAP and former students who completed the AAP. Methodology In this descriptive study, the researcher used the qualitative research methodology of hermeneutical phenomenology in order to understand the participants’ perceptions and feelings about Non-Cognitive factors affecting their current and former participation in AAP. An initial survey was sent to 16 current and 8 former AAP participants (n = 24) to prepare them for the focus group interviews conducted at the Center for Mexican American Studies. Findings Analyses of the data yielded three categories and several themes. The following three categories were identified for Non-Cognitive factors: (a) Academic Services; (b) Social Integration/Welcoming Environment; and (c) Financial Aid Services. The themes for each category were determined through analysis of frequencies and percentages when responses yielded a 70%-100% positive response from both groups on the same question. The themes that emerged under the Academic Services category included: (a) academic advising, (b) peer tutoring or other tutoring services, (c) opportunities to connect with academic groups on campus, (d) opportunities for students to connect with family outside of class, and (e) full-time enrollment in college. Under the Social Integration/Welcoming Environment category, participants endorsed the theme of being provided with opportunities for social integration in a welcoming environment. Themes endorsed by participants under the Financial Aid Services category included: (a) connections on campus for jobs to meet financial needs and (b) the use of financial aid advisory services. The following four categories of Other Potential Factors were identified: (a) Encouraged Enrollment; (b) Increased Participation in AAP; (c) Academic Challenges/Expectations; and (d) Cognitive and Personal Traits for Faculty. The theme for Encouraged Enrollment category included motivation /encouragement. The theme endorsed for Increased Participation in AAP category was sharing information. Under the Academic Challenges/Expectations category participants indicated the following themes: (a) provision of assignments that motivated classroom discussions, (b) provision of assignments that changed their point of view about a concept, and (c) provision of assignments that encouraged synthesis and organization of ideas in novel ways. Finally, concerning the themes for Cognitive and Personal Traits for Faculty category, participants stated that the professors were knowledgeable, exhibited positive attitudes, were fair, and respectful. Conclusions Based on responses from participants in this study, the resources and planning that take place in the AAP to address individual needs of participants influenced their positive reactions to questions regarding their perceptions of Non-Cognitive and Other Potential Factors. The researcher hopes that the findings of this study will serve as a tool to support AAP mentors and directors in their decision-making efforts to provide effective non-cognitive educational services to all under-served student populations.