Mathematics Achievement of African American and Hispanic Middle School Students in Title I and Non-title I Schools

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D)

Department

Educational Administration

Date of Award

Summer 2016

Abstract

The purpose of this quantitative study was to investigate whether school type, gender (male) percentage, Hispanic student percentage, and African American student percentage can be used to predict STAAR mathematics achievement. A complete list of campuses in the state of Texas was filtered by public schools that offer regular instruction to grades 7 and 8 within an independent school district. After the list was filtered, the remaining schools were identified as Title I and Non-Title I. Stratified random sampling was then performed on the filtered list, followed by random sampling within the two stratums to get the sample selection. Data for the study was obtained from the seventh and eighth grade Mathematics Campus Summary Report for each campus found on the Texas Education Agency’s website. A multiple linear regression analysis was conducted on 75 Title I schools and 75 Non-Title I schools for seventh grade and eighth grade separately to determine whether there is a correlation between school type, male student percentage, Hispanic student percentage, and African American student percentage and average STAAR math scale score. The results of the study indicated for the seventh grade level, there was a statistically significant predictive relationship between the average STAAR math scale score and school type, gender percentage, Hispanic student percentage, and African American student percentage. There was also a negative correlation between average STAAR math scale scores and school type, Hispanic student percentage, and African American student percentage. The higher the Hispanic and/or African American percentage, the lower the average STAAR math scale score for the campus. The results of the study indicated for the eighth grade level, there was a statistically significant predictive relationship between the average STAAR math scale score and gender (male) percentage and African American student percentage. School type and Hispanic student percentages were not statistically significant predictors of average STAAR math scale scores. There was also a negative correlation between average STAAR math scale scores and school type, gender percentage, Hispanic student percentage, and African American student percentage.

Advisor

Melissa Arrambide

Subject Categories

Education | Educational Administration and Supervision

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