dr. william allan kritsonis, dissertation chair for dr. clarence johnson

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Dr. William Allan Kritsonis, Dissertation Chair for Dr. Clarence Johnson

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  • 1. IMPACT OF HIGH SCHOOL MATHEMATICS CURRICULA ON THE MATHEMATICS TAKS EXIT-LEVEL PERFORMANCE OF AFRICAN AMERICAN STUDENTS A Dissertation Defense by Clarence Johnson September 17, 2008 Dissertation Chair: William Allan Kritsonis, PhD
  • 2. Committee Members
    • William Allan Kritsonis, Ph.D .
    • ( Dissertation Chair)
    • Pamela Barber-Freeman, Ph.D. Camille Gibson, Ph.D.
    • (Member) (Member)
    • Douglas Hermond, Ph.D. David Herrington, Ph.D.
    • (Member) (Member)
  • 3. Dissertation Defense Format
    • I. Statement of Problem
    • II. Purpose of the Study
    • III. Theoretical Framework
    • IV. Research Questions
    • V. Null Hypotheses
    • VI. Pilot Study
    • VII. Subjects of the Study
    • VIII. Instrumentation
    • IX. On-Line Survey Questions
    • X. Data Analysis
    • XI. Independent/Dependent Variables
    • XII. Major Findings -Quantitative
    • XIII. Major Findings- Qualitative/Interview and Related Literature Support
    • XIV. Implications
    • XV. Recommendations for Further Study
    • XVI. Challenge & Opportunity
  • 4. Statement of the Problem
    • Forty-three percent of African American high school students failed the Texas Assessment of Knowledge and Skills (TAKS) Exit-Level Mathematics Test. The data table showed the failure rate was higher among African American students than any other ethnic groups (TEA, 2005).
  • 5. Purpose of the Study
    • The purpose of this study was to investigate the impact that high school mathematics scores and courses had on the Mathematics TAKS Exit-Level performance of African American students. Some middle school counselors were surveyed to investigate factors that contributed to African American students passing the Mathematics TAKS Exit-Level Test.
  • 6. Purpose of the Study
    • The results of this study may be helpful to
    • school administrators, teachers, and
    • parents. The results will help to give
    • needed attention to students in terms of
    • proper placement in mathematics courses
    • along with support in the learning process.
  • 7. Theoretical Framework Explanatory Mixed Methods Design Quantitative Data Qualitative Data Track 1 Scores: Algebra I, Geometry, Algebra II Track 2 Scores: Algebra I, Geometry, Algebra II Eleventh Grade: Mathematics TAKS Exit-Level Scores Survey of Middle School Counselors Factors that Impact Students Placement in Track 1 or Track 2 Mathematics African American Students Performance
  • 8. Research Questions Quantitative
    • 1. Is there a difference between African American students enrolled in track one or track two eighth grade mathematics in their performance on the eleventh grade Texas Assessment of Knowledge and Skills (TAKS) Exit-Level Mathematics Test scores?
  • 9. Research Questions Quantitative
    • 2. Is there a relationship between
    • mathematics scores in Algebra I,
    • geometry, and/or Algebra II of African
    • American students enrolled in track one
    • or track two in eighth and ninth grades and their eleventh grade Texas Assessment of Knowledge and Skills (TAKS) Exit-Level Mathematics Test scores?
  • 10. Research Questions Qualitative
    • 3. What factors do counselors identify as
    • influential in African American students
    • placement in track one or track two
    • mathematics?
  • 11. Hypotheses
    • H 01: There is no statistically significant difference between African American students enrolled in track one and those in track two eighth grade mathematics in their performance on the eleventh grade Texas Assessment of Knowledge and Skills (TAKS) Exit-Level Mathematics Test scores.
  • 12. Hypotheses
    • H 02: There is no statistically significant relationship between mathematics scores in Algebra I, geometry, and/or Algebra II of African American students enrolled in track one or track two in eighth and ninth grades and their eleventh grade Texas Assessment of Knowledge and Skills (TAKS) Exit-Level Mathematics Test scores.
  • 13. Methods Pilot Study
    • Pilot Study Initial Survey with 15 Questions
    • Reduced to Nine (9)
    • A panel of experts reviewed the survey:
    • An executive director of guidance and
    • counseling
    • Two university professors
    • Three middle school counselors
    • Two high school mathematics teachers
  • 14. Methods Subjects of the Study
    • Quantitative 262 African American Students from 6 Urban High
    • Schools in Texas
    • Qualitative 16 Counselors from Nine
    • (9) Middle Schools in Texas
  • 15. Methods Instrumentation
    • Quantitative Data Banks of TEA and School District SASIxp
    • Qualitative On-line Survey
  • 16. Methods On-Line Survey Questions
    • 3a. What factors do you consider when placing students in eighth grade mathematics?
    • 3b. When advising African American students for mathematics placement, what is the most important factor?
    • 3c. In your opinion, what could the school do that would reduce the failure rates of African American students in eighth grade mathematics?
    • 3d. How often do you meet with students to discuss mathematics grade placement?
    • 3e. Which factor has the greatest influence on eighth grade mathematics students passing rate in mathematics?
  • 17. Methods On-Line Survey Questions
    • 3f. What is the most important factor that contributes to the recommendation of African American males to eighth grade advanced mathematics?
    • 3g. In your opinion, teachers at this school frequently meet with African American students about how they can succeed in mathematics courses?
    • 3h. What is your opinion of the number of eighth grade African American students enrolled in advanced mathematics classes?
    • 3i. How do you rate the counseling department in dealing with African American eighth grade students in mathematics?
  • 18. Methods Data Analysis
    • Descriptive Statistics
    • Correlation Statistics Pearson r, Multiple Correlation (R)
    • t - test for 2 Independent Samples
    • Analysis of Variance (ANOVA)
  • 19. Methods Variables-Independent/Dependent
    • Independent Variables African American Students Scores in Algebra I, geometry and Algebra II
    • Track 1
    • Track 2
    • Dependent Variable TAKS Exit-Level Mathematics Scores
  • 20. Major Findings Research Question 1
    • Comparison of Performance in the Mathematics TAKS
    • Exit-Level Test of African American Students Enrolled in
    • Track 1 vs. Track 2
    • Mean % Passed TAKS t
    • Track 1 2168.34 76.5 6.857*
    • Track 2 2321.69 100.0
    • * Significant at p 0.05
    • Null hypothesis was rejected. (Students in Track 2 scored
    • significantly higher on the TAKS test compared to students
    • in Track 1).
  • 21. Major Findings Research Question 2
    • Relationship Between Scores in Algebra I
    • and TAKS Exit-Level Mathematics Test
    • Pearson r Track 1 Track 2
    • TAKS Scores 0.297* 0.242**
    • Sig. (2-tailed) 0.000 0.098
    • * Significant at p 0.05 ** Not Significant
  • 22. Major Findings Research Question 2
    • Relationship Between Scores in Geometry
    • and TAKS Exit-Level Mathematics Test
    • Pearson r Track 1 Track 2
    • TAKS Scores 0.651* 0.475*
    • Sig. (2-tailed) 0.000 0.001
    • * Significant at p 0.05