Theses and Dissertations

Karina Ervin

Issuing Body

Mississippi State University

Advisor

James Davis, James

Committee Member

King, Stephanie

Committee Member

Campbell, Charles

Committee Member

Wiseman, Marty

Date of Degree

5-1-2010

Original embargo terms

MSU Only Indefinitely

Document Type

Dissertation - Campus Access Only

Major

Community College Leadership

Degree Name

Doctor of Philosophy

College

College of Education

Department

Department of Leadership and Foundations

Abstract

A pretest–posttest group design was utilized for this ex post facto study to determine the reading achievement growth of middle school students as measured by the Mississippi Curriculum Test (MCT) with and without America’s Choice after one- and two-year participation. Further study was conducted to determine if a significant difference in reading achievement growth of middle school students existed between gender with and without America’s Choice participation. Additionally, research was conducted to determine whether or not there was a significant difference among the various achievement classifications (minimum, basic, proficient, and advanced) of students with and without America’s Choice participation as measured by the MCT. An independent t-test was the statistical treatment performed on the data. Findings indicated that over the course of a year, the addition of the America’s Choice School Design did reflect a significant increase in reading achievement growth when compared to sixth-grade students with no participation. On the contrary, after the second year of participation, students did not reflect a significant increase in reading achievement growth when compared to students who had not participated in the America’s Choice School Design. Findings also indicated no significant difference in achievement classifications after two years of participation in America’s Choice. Between schools, there was no significant difference in the achievement growth of male and female students with and without participation in the America’s Choice School Design. Further research is recommended to determine the long-range effect of the America’s Choice School Design on reading achievement. It is recommended that future research should focus on comparing the America’s Choice School Design with another comprehensive school reform program that has similar components. Additional research is recommended to examine the effects of other subject areas that are included in the design. Finally, further research should be conducted to examine the effects of parental involvement on the America’s Choice School Design.

URI

https://hdl.handle.net/11668/16257

Download

Share

COinS