Abstract
This study investigated the Florida Standards Assessment (FSA) English Language Arts (ELA) scores of proficient third-grade students and explored trends in achievement or decline on the FSA in fourth grade. Further, this study explored the relationship of school environment to academic outcomes of Black and Hispanic fourth-grade public school students in terms of FSA ELA scores from third to fourth grade. This study used multiple statistical analyses on pre-existing de-identified data to explore learning gains by race/ethnicity. By focusing on and studying only one school district, this study provides conclusive results connecting learning gains and ethnicity in specific instances, but not in others. Recommendations were made for modification of the study design, future applications of these findings, and continued research in the various stages of academic achievement of the target student populations, in addition to identifying discrete factors or combinations of factors that best support all students' learning gains.
Notes
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Graduation Date
2021
Semester
Summer
Advisor
Lue, Martha
Degree
Doctor of Education (Ed.D.)
College
College of Community Innovation and Education
Department
Learning Sciences and Educational Research
Degree Program
Curriculum and Instruction
Format
application/pdf
Identifier
CFE0008606;DP0025337
URL
https://purls.library.ucf.edu/go/DP0025337
Language
English
Release Date
August 2021
Length of Campus-only Access
None
Access Status
Doctoral Dissertation (Open Access)
STARS Citation
Aldrich, Christina, "Conceptual Factors in Black and Hispanic Proficient Students' in English Language Arts (ELA)" (2021). Electronic Theses and Dissertations, 2020-2023. 635.
https://stars.library.ucf.edu/etd2020/635
Included in
Educational Assessment, Evaluation, and Research Commons, Elementary Education and Teaching Commons, Language and Literacy Education Commons