Bridging the Gap through Academic Intervention Programs: A Quantitative Study of the Efficacy of the Health Sciences and Technology Academy (HSTA) on Underrepresented Students' State Standardized Test Scores

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Autor/in	Smith, Feon M.
Titel	Bridging the Gap through Academic Intervention Programs: A Quantitative Study of the Efficacy of the Health Sciences and Technology Academy (HSTA) on Underrepresented Students' State Standardized Test Scores
Quelle	(2012), (187 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Capella University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2672-6555-5
Schlagwörter	Hochschulschrift; Dissertation; Minority Group Students; Standardized Tests; Statistical Analysis; Health Sciences; Grade 9; Grade 10; Grade 11; Technology Education; Academic Support Services; Disproportionate Representation; Mathematics Tests; Reading Tests; Language Arts; Comparative Analysis; Intervention; Matched Groups; Gender Differences; Racial Differences; Program Effectiveness; African American Students; Asian American Students; Hispanic American Students; White Students; West Virginia + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Standadised tests; Standardisierter Test; Statistische Analyse; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; Technisch-naturwissenschaftlicher Unterricht; Lesetest; Sprachkultur; Geschlechterkonflikt; Rassenunterschied; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Asian immigrant; United States; Asiatischer Einwanderer; USA; Hispanic; Hispanic Americans; Hispanoamerikaner
Abstract	The purpose of the quantitative research study was to determine if participation in the Health Sciences and Technology Academy (HSTA) led to significant differences in the math and reading/language arts scores on the West Virginia Educational Standards Test 2 (WESTEST 2), between students who participated in the program compared to students who were not in the program. This study focused on the efficacy of academic intervention programs, and was intended to build on research in this area. The one-way Analysis of Variance (ANOVA) data analysis technique was used. For the level of significance, an alpha level of 0.05 was set as the criterion. Pre-existing data was collected from the 2009-2010 academic school year. The sample size consisted of 336 students in GRADES 9, 10, and 11. Students were matched based on grade, gender, race, and grade point average earned at the end of their eighth grade year. In other words, the comparison group was matched by grade, gender, race, and grade point average of at least a 3.0 or above. The results from hypotheses one and two reflect that female and male students who participated in the program had a statistically significant difference in math and reading/language arts. Hypotheses three indicated that minority group female students (African American) had a statistically significant difference in math, but not in reading/language arts. Hypotheses four, five, and six indicated that there was a statistically significant difference in the reading/language arts scores of White female, minority group male (African American), and White male students, but not a statistically significant difference in the math scores White female, minority group male (African American), and White male students. For hypotheses three, four, five, and six the trend was in favor of the intervention services these students received from the program. The results from the additional statistical analysis found that there was a statistically significant difference in math and reading/language arts of the entire sample of 168 African American, White, Hispanic, and Asian male and female students who participated in the program as compared to the 168 African American, White, Hispanic, and Asian male and female students who were not in the program. This indicated that there was strong evidence that the Health Sciences and Technology Academy (HSTA) had a significant positive impact on the math and reading/language arts scores of all 168 African American, White, Hispanic, and Asian male and female students who participated in the program as compared to the 168 African American, White, Hispanic, and Asian male and female students who were not in the program. [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	2017/4/10