Comparing the Achievement of Urban Ninth Graders in Schools Using External Vendors for Whole School Reform

Autor/in	Lynch, Virginia N.
Titel	Comparing the Achievement of Urban Ninth Graders in Schools Using External Vendors for Whole School Reform
Quelle	(2013), (123 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3030-7636-7
Schlagwörter	Hochschulschrift; Dissertation; Academic Achievement; High School Students; Urban Schools; Educational Change; Comparative Analysis; Vendors; Quasiexperimental Design; Longitudinal Studies; Models; High Schools; Scores; Control Groups; Experimental Groups; Mathematics Achievement; Reading Achievement; School Districts; Educational Policy; Cost Effectiveness; Correlation; Student Placement + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schulleistung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Bildungsreform; Vendor; Anbieter; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Analogiemodell; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; School district; Schulbezirk; Politics of education; Bildungspolitik; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Korrelation; Schülerpraktikum
Abstract	Use of external vendors to implement school reform and address student achievement in urban secondary schools has not been studied. This quasi-experimental longitudinal study focused on changes in student achievement among urban 9th grade students during the 2010-2011 school year. The theoretical framework was the transformational model of using external assistance to support program improvement. Research questions addressed if achievement differences existed between high schools using external vendors versus other high schools which did not use such vendors. The district provided all 9th grade MAP scores; students with all scores from the same school were included in the census. Inferential statistics included independent-samples t tests, nonparametric Kruskal-Wallis tests, and Mann-Whitney U tests. Results indicated that the control group and 2 of the 3 experimental vendor groups showed significant, positive change for math, while no groups showed positive change for reading. Differences between groups were evident, with 1 of the experimental groups having significantly larger gains in math. Differences among baseline groups indicated a need to examine factors that contributed to score decreases in reading achievement among students who began the year as proficient or advanced. These findings promote social change by promoting (a) a more careful analyses of district policy of the cost effectiveness of using external vendors for the advancement of secondary school reform, given the observed outcomes; (b) an examination of how extended involvement with eternal vendors affects student achievement; and (c) the examination of current practice for student assignment to schools so that a more equitable balance of student learning characteristics can be achieved. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01