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Dissertation
Consequences of No Child Left Behind
University of West Florida Libraries
Doctor of Education (EDD), University of West Florida
2007
Abstract
The validation of the American educational system through accountability called for rewards and sanctions, one of which is the action of mandatory student retention as an educational reform measures to ensure a knowledgeable citizenry. The state of America’s educational system and the pursuit of a knowledgeable citizenry have a prominent focal point in conversations across the country. Concentration on high stakes standardized tests can often be in direct conflict with many educational philosophies, limiting possibilities in educational reform (Elmore, 2002). As the focus on high stakes standardized testing prevails, conversations on goals and instructional practices turn to high stakes standardized testing results, and the default philosophy places a superior value on high stakes standardized test scores achieved instead of the achievement represented in the scores (Gunzenhauser, 2003). When policymakers began to withhold promotion (retention) and graduation as sanctions, the stakes of testing were forevermore changed (Glaser & Silver, 1994). The problem of this study was succinct: Does the mandatory retention of middle school students increase learning gains as measured by the Florida Comprehensive Assessment Test Developmental Scale Scores(FCAT DSS) in Reading and Mathematics? This study measured learning gains of middle school students who were retained in eighth grade in a Northwest Florida school district. The mean differences in learning gains of retention cohorts, Mandatory Retention and Retained for Other Reasons, were analyzed by student demographics of academic ability, gender, ethnicity, and socioeconomic status. Statistically significant differences were present in student demographic variables. FCAT DSS in Reading learning gains’ means differences were analyzed for category interactions using the analysis of variance (ANOVA) design and t-tests. The data findings for the student demographics yielded varied results in multiple student demographic interactions. FCAT in Mathematics was analyzed by retention cohorts as well. There were no statistically significant findings in the cohort variances. Despite the fact that retention status was based on scores from the Reading portion of the FCAT, some differences existed in the student demographic interactions mathematics findings. Thus, the mandatory retention cohort had increased learning gains when compared to their first year attempt. This study contributed to the research with a focus on middle school retention.
Details
- Title
- Consequences of No Child Left Behind
- Resource Type
- Dissertation
- Publisher
- University of West Florida Libraries
- Format
- pdf
- Number of pages
- 162
- Copyright
- Permission granted to the University of West Florida Libraries to digitize and/or display this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires the permission of the copyright holder.
- Identifiers
- 99380090834306600
- Academic Unit
- School of Education
- Language
- English
- Awarding Institution
- University of West Florida; Doctor of Education (EDD)
- Theses and Dissertations
- Doctor of Education (EDD), University of West Florida