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.
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Doctor of Education (Ed.D.)
College of Community Innovation and Education
Learning Sciences and Educational Research
Curriculum and Instruction
Length of Campus-only Access
Doctoral Dissertation (Open Access)
Aldrich, Christina, "Conceptual Factors in Black and Hispanic Proficient Students' in English Language Arts (ELA)" (2021). Electronic Theses and Dissertations, 2020-. 635.