A quantitative examination of title i and non-title i elementary schools in district 8 of north Alabama using fourth grade math and reading standardized test results

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dc.contributor Adams, Natalie G.
dc.contributor Dagley, David L.
dc.contributor Mitchell, Roxanne M.
dc.contributor Tomlinson, Stephen
dc.contributor Westbrook, Philip
dc.contributor.advisor McKnight, Douglas
dc.contributor.author Headen, Renee' Ashley
dc.date.accessioned 2017-03-01T16:58:55Z
dc.date.available 2017-03-01T16:58:55Z
dc.date.issued 2014
dc.identifier.other u0015_0000001_0001513
dc.identifier.other Headen_alatus_0004D_11945
dc.identifier.uri https://ir.ua.edu/handle/123456789/1972
dc.description Electronic Thesis or Dissertation
dc.description.abstract The purpose of this study was to determine if there is a difference over time on standardized test scores for reading and math between fourth grade students attending Title I and Non-Title I schools in three select school systems within District 8 of North Alabama. In an effort to determine if Title I schools are successfully closing the achievement gap of Title I and Non-Title I schools, a quantitative and ex-post facto design was used to analyze the data. The study was limited to the aggregated longitudinal school data of fourth grade students on the Alabama Reading and Math Test (ARMT). Data used were collected from the Alabama State Department of Education. A Repeated Measures Analysis was conducted to gain an understanding of the effects federal Title I funding has on the achievement of low socioeconomic status students. The independent variable was the type of school the student attended (Title I School vs. Non-Title I School), and the repeated measure over time was the years that these students were tested (2004, 2008, and 2012). Gender and ethnicity were controlled variables. Dependent variables were math and reading achievement. Elementary schools served as the unit of analysis for the study. The results of the study revealed that during the years of 2004, 2008, and 2012, students who attended Non-Title I schools performed at a higher achievement level then their Title I peers. However, Title I schools decreased the achievement gap over time. White students had the highest performance in each year studied. Black students had the lowest performance in each year studied; however, of all the groups studied, Black students had the sharpest increase in performance between 2008 and 2012. While the performance for both Whites and Blacks improved over time, Whites outperformed Blacks in every year studied. In fact, Whites were the highest performing subgroup and Blacks were the lowest performing subgroup. Similarly, Whites outperformed Blacks regardless of the type of school they attended. Female students outperformed their male counterparts in all areas. Females outperformed males in every year studied regardless of the type of school they attended.
dc.format.extent 85 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other Educational leadership
dc.subject.other Educational administration
dc.title A quantitative examination of title i and non-title i elementary schools in district 8 of north Alabama using fourth grade math and reading standardized test results
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. Dept. of Educational Leadership, Policy, and Technology Studies
etdms.degree.discipline Educational Leadership, Policy, and Technology Studies
etdms.degree.grantor The University of Alabama
etdms.degree.level doctoral
etdms.degree.name Ed.D.


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