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Dissertation
Investigating Reading Success of Black Male Middle School Students Using Florida Standards
University of West Florida Libraries
Doctor of Education (EDD), University of West Florida
2025
Abstract
Despite the ruling that separation was inherently unequal in the Brown v. Board of Education(1954) Supreme Court decision, many educational outcomes remain unequal. According to the Florida Department of Education (2022), Black male students perform lower than any other group on the English language arts (ELA) component of the Florida Standards Assessment (FSA), an achievement gap that has endured despite initiatives to address it. Educators did not know whether i-Ready Diagnostics and Instruction, a test preparation program used to improve students’ test-taking performance, would predict FSA ELA scores for Black male students in middle school. The purpose of this quantitative correlational research study was to explore the predictive relationship between i-Ready Diagnostic scores and Black male middle school student achievement on the FSA for ELA. Additionally, in this study, I explored whether time in the iReady Instruction for Reading program and middle school grade level (i.e., grades 6, 7, or 8) moderated this relationship. Guided by cognitive constructivism theory, I analyzed archival ELA performance data for Black middle school male students in Oakland County, Florida, using linear and moderated regression; data included i-Ready Diagnostic scores, i-Ready Instruction program participation data, grade level, and 2018–2021 FSA ELA scores. Researchers may use the results of the study to address a literature gap, and the information gained from this study may help educators decide if they should continue using the i-Ready program, invest in another program, or invest in i-Ready for the first time to help improve ELA achievement for Black male middle school students.
Details
- Title
- Investigating Reading Success of Black Male Middle School Students Using Florida Standards
- Resource Type
- Dissertation
- Contributors
- Mark Malisa (Committee Member)Jevetta Stanford (Committee Member)
- Publisher
- University of West Florida Libraries
- Format
- pdf
- Number of pages
- 126
- Copyright
- Unpublished work © Tyrica Nicole Young
- Identifiers
- 99381791843706600
- 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