AFRICAN-AMERICAN MALES: DO THEY PERFORM BETTER ON STANDARDIZED READING AND MATHEMATICS TESTS IN TITLE I ELEMENTARY SCHOOLS OR NON-TITLE I ELEMENTARY SCHOOLS?

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Anderson, S. (2019). AFRICAN-AMERICAN MALES: DO THEY PERFORM BETTER ON STANDARDIZED READING AND MATHEMATICS TESTS IN TITLE I ELEMENTARY SCHOOLS OR NON-TITLE I ELEMENTARY SCHOOLS?. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

African-American males continue to slip through the cracks of the Education System in America. McSpadden McNeil et al. (2008) report that district officials continue to focus on school scores as if they are the only way to assess student progress. The purpose of the study was to determine if there was a difference between third, fourth and fifth grade African-American male’s academic achievement in both Title I and Non-Title I Schools within a large suburban school district in the southeastern United States during the 2016-2017 school year. In an attempt to determine whether Title I elementary Schools or Non-Title I elementary schools were assisting with closing the achievement gap for African-American males an Ex Post Facto Design was used to investigate the academic achievement of African-American males during the 2016-2017 school year based on the End-of-Grade Assessments in Reading Comprehension and Mathematics. The results of the Multivariate Analysis of Variance (MONAVA) indicated that there was a significant difference between African-American males who attended Title I elementary schools and those who attended Non-Title I elementary schools. The implications for this large urban school district in the southeastern United States should be to collectively plan ways to increase academic achievement for African-American males in both Title I and Non-Title I elementary schools across the district based on No Child Left Behind Legislature by evaluating how money is spent on resources, staff and professional development.

Details
Author

Anderson, Sony

Title

AFRICAN-AMERICAN MALES: DO THEY PERFORM BETTER ON STANDARDIZED READING AND MATHEMATICS TESTS IN TITLE I ELEMENTARY SCHOOLS OR NON-TITLE I ELEMENTARY SCHOOLS?

Physical Description

1 online resource (100 pages) : PDF

Date

2019

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

African-American males continue to slip through the cracks of the Education System in America. McSpadden McNeil et al. (2008) report that district officials continue to focus on school scores as if they are the only way to assess student progress. The purpose of the study was to determine if there was a difference between third, fourth and fifth grade African-American male’s academic achievement in both Title I and Non-Title I Schools within a large suburban school district in the southeastern United States during the 2016-2017 school year. In an attempt to determine whether Title I elementary Schools or Non-Title I elementary schools were assisting with closing the achievement gap for African-American males an Ex Post Facto Design was used to investigate the academic achievement of African-American males during the 2016-2017 school year based on the End-of-Grade Assessments in Reading Comprehension and Mathematics. The results of the Multivariate Analysis of Variance (MONAVA) indicated that there was a significant difference between African-American males who attended Title I elementary schools and those who attended Non-Title I elementary schools. The implications for this large urban school district in the southeastern United States should be to collectively plan ways to increase academic achievement for African-American males in both Title I and Non-Title I elementary schools across the district based on No Child Left Behind Legislature by evaluating how money is spent on resources, staff and professional development.

Genre

doctoral dissertations

Subjects--Topics

Education

Degree

D.Ed.

Keywords

African-American Males
Title I

Subject Area

Educational Leadership

Advisor(s)

Wang, Chuang

Committee Members

Merriweather, Lisa
Lewis, Chance
Campbell-Whatley, Gloria

Degree Note

Thesis (D.Ed.)--University of North Carolina at Charlotte, 2019.

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Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Anderson_uncc_0694D_12049

Permalink

http://hdl.handle.net/20.500.13093/etd:2116