Skip to Main Content
 

Global Search Box

 
 
 
 

Files

File List


EllisJoannAlmyra2005 js.pdf (5.53 MB)

ETD Abstract Container

Abstract Header

District Level Achievement Gap Between the Distribution of Caucasian and African American District Means on the 2003/2004 Ohio 4th Grade Reading Proficiency Exam

Ellis, Joann Almyra
http://rave.ohiolink.edu/etdc/view?acc_num=osu1395853965

Abstract Details

2005, Master of Arts, Ohio State University, EDU Teaching and Learning.
To help school districts close the achievement gap that exists between the district level means for African American and Caucasian on the 2003/2004 4th grade reading proficiency scores, researchers must first understand how elements of the school district are related to district level achievement. This thesis approaches this inquiry from the perspective of educational equity at the district level in adherence with No Child Left Behind (NCLB) legislation of 2002. School districts can play a positive role in the successful implementation of NCLB. They act as a liaison between the state and the building level to manage adherence of NCLB reform. NCLB is an admirable venture, but is it too ideal? The legislation does not consider what portion of district achievement can be attributed to the quality of the students that live within the boundaries of the district. How does the location of the district contribute to the mind-frame of the students and families living in the district, or what are the organizational priorities of the district? Or do any of these make a difference in district level achievement? This research investigates whether certain aspects of school districts are related to district level academic performance in reading as measured by Ohio’s 2003/2004 fourth grade reading proficiency test. This study provides a multiple regression analysis for the evaluation of variables that have a may have a relationship with the district achievement disparity between the distribution of 4th grade Caucasian and African American district level mean score. These variables are categorized into three groups: district student characteristics, district context, and district organizational structure.
William Loadman (Advisor)
V. Darleen Opfer (Committee Member)
166 p.
Education; Educational Tests and Measurements

Recommended Citations

Citations

  • Ellis, J. A. (2005). District Level Achievement Gap Between the Distribution of Caucasian and African American District Means on the 2003/2004 Ohio 4th Grade Reading Proficiency Exam [Master's thesis, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1395853965

    APA Style (7th edition)

  • Ellis, Joann. District Level Achievement Gap Between the Distribution of Caucasian and African American District Means on the 2003/2004 Ohio 4th Grade Reading Proficiency Exam. 2005. Ohio State University, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1395853965.

    MLA Style (8th edition)

  • Ellis, Joann. "District Level Achievement Gap Between the Distribution of Caucasian and African American District Means on the 2003/2004 Ohio 4th Grade Reading Proficiency Exam." Master's thesis, Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1395853965

    Chicago Manual of Style (17th edition)

osu1395853965
134
© 2005, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.