A STUDY DETERMINING SIGNIFICANT DIFFERENCES IN TERRANOVA READING AND MATH SCORES BETWEEN EIGHTH GRADE AFRICAN AND EUROPEAN AMERICAN STUDENTS

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dc.contributor.advisorMcLaughlin, Margaret J.en_US
dc.contributor.authorSmith, Barriett Jacksonen_US
dc.contributor.departmentSpecial Educationen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.date.accessioned2011-10-08T05:42:02Z
dc.date.available2011-10-08T05:42:02Z
dc.date.issued2011en_US
dc.description.abstractThe participating school system's minority population, notably African Americans, ranked in the top five school systems in academic performance in reading and math when compared to other states and other African American populations across the United States. These measurements were taken from the National Assessment of Educational Progress (NAEP). The purpose of this investigation was to examine whether there was a significant achievement gap between races across system-wide assessments on a yearly basis. Results of the multivariate analyses of reading and mathematics scores indicated there were significant differences in both areas at the p <.05 level on the TerraNova, Third Edition. These significant differences lend support to the results of the NAEP testing in 2007 and again in 2009 that demonstrated the gap. Discussion of the implications of this gap for the school system was presented.en_US
dc.identifier.urihttp://hdl.handle.net/1903/11904
dc.subject.pqcontrolledSpecial educationen_US
dc.subject.pqcontrolledEducational leadershipen_US
dc.subject.pqcontrolledEducation policyen_US
dc.subject.pquncontrolledAchievement Gapen_US
dc.subject.pquncontrolledAfrican Americanen_US
dc.titleA STUDY DETERMINING SIGNIFICANT DIFFERENCES IN TERRANOVA READING AND MATH SCORES BETWEEN EIGHTH GRADE AFRICAN AND EUROPEAN AMERICAN STUDENTSen_US
dc.typeDissertationen_US

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