Committee Chair

Bernard, Hinsdale

Committee Member

Davis, Lloyd; Lease, Anthony; Rutledge, Valerie C.

Department

Dept. of Education

College

College of Health, Education, and Professional Studies

Publisher

University of Tennessee at Chattanooga

Place of Publication

Chattanooga (Tenn.)

Abstract

This study attempted to identify factors in seventh grade academics that are associated with overall success in tenth grade biology. The study addressed the following research questions: Are there significant differences in performance levels in seventh grade Criterion Referenced Competency Test (CRCT) scores in science, math, reading, and language arts associated with performance categories in tenth grade biology End of Course Test (EOCT) and the following demographic variables : gender, ethnicity, socioeconomic status, disability category, and English language proficiency level? Is there a relationship among the categorical variables on the tenth grade biology EOCT and the same five demographic variables? Retrospective causal comparative re search was used on a representative sample from the middle schools in three North Georgia counties who took the four CRCTs in the 2006-2007 school year, and took the biology EOCT in the 2009-2010 school year. Chi square was used to determine the relationships of the various demographic variables on three biology EOCT performance categories. Two- way ANOVA determined relationships between the seventh grade CRCT scores of students in the various demographic groups and their performance levels on the biology EOCT. Students’ performance levels on the biology EOCT matched their performance levels on the seventh grade CRCTs consistently. Females performed better than males on all seventh grade CRCTs. Black and Hispanic students did worse than White and Asian/Asian Indian students on the math CRCT. Students living in poverty did worse on reading and language arts CRCTs than students who were better off. Special education students did worse on science, reading, and language arts CRCTs than students not receiving special education services. English language learners did worse than native English speakers on all seventh grade CRCTs. These findings suggest that remedial measures may be taken in the seventh grade that could impact performance levels on the biology EOCT.

Degree

Ed. D.; A dissertation submitted to the faculty of the University of Tennessee at Chattanooga in partial fulfillment of the requirements of the degree of Doctor of Education.

Date

8-2011

Subject

Prediction of scholastic success

Discipline

Educational Leadership

Document Type

Doctoral dissertations

Extent

xvii, 145 leaves

Language

English

Rights

Under copyright.

License

http://creativecommons.org/licenses/by-nc-nd/3.0/

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