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Dr. William Allan Kritsonis, Dissertation Chair for Grace Thomas Nickerson, Dissertation Proposal PPT.

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  • 1. FACTORS THAT IMPACT THEACADEMIC ACHIEVEMENT OFMINORITY STUDENTS:A COMPARISON AMONG ASIAN-AMERICAN, AFRICAN-AMERICAN,AND HISPANIC STUDENTS IN LARGEURBAN SCHOOL DISTRICTSGrace Thomas NickersonDr. William Kritsonis- Dissertation ChairSpring 2008
  • 2. CHAPTER I
  • 3. INTRODUCTION Bridging the achievement gap between AsianAmerican, African American, and Hispanic studentshas been a well discussed topic within America.Research gained in the study will identify the factorsthat must be considered in order to effectivelybridge the achievement gap between AsianAmerican, African American, and Hispanic students,thus allowing all students to learn at their optimallevel.
  • 4. BACKGROUND OF THE PROBLEM Performance levels among minority groups inthe United States are in sharp contrastacross all academic subjects.AsianAmericans perform higher than anyother minority group, and sometimes abovetheir white counterparts.
  • 5. STATEMENT OF THE PROBLEM There is an achievement gap between AsianAmerican, African American, and Hispanicstudents. Discovering what factors contributeor inhibit the high academic performance ofAsian American, African American, andHispanic students will give educationalleaders insight on how to bridge theacademic achievement gap.
  • 6. PURPOSE OF THE STUDY Discovering what causes the disparities inperformance between Asian American,African American, and Hispanic students mayassist us in finding ways to improve theeducational performance of low performingminority students.
  • 7. RESEARCH QUESTIONSThe study will aim to answer the following questions:1. How does frequency of individual study modes, frequencyof group study modes, time spent doing homework, andparental involvement affect the academic achievement ofAfrican American students in an urban high school?2. How does frequency of individual study modes, frequencyof group study modes, time spent doing homework, andparental involvement affect the academic achievement ofHispanic students in an urban high school?3. How does frequency of individual study modes, frequencyof group study modes, time spent doing homework, andparental involvement affect the academic achievement ofAsian American students in an urban high school?
  • 8. NULL HYPOTHESES Ho1.1 - There are no statistically significant relationships between the academic achievementof African American students and the frequency of individual study modes, frequency ofgroup study modes, time spent on English homework, and parental involvement. Ho1.2 - There are no statistically significant relationships between the academic achievementof African American students and frequency of individual study modes, frequency of groupstudy modes, time spent on Math homework, and parental involvement. Ho1.3 - There are no statistically significant relationships between the academic achievementof African American students and frequency of individual study modes, frequency of groupstudy modes, time spent on Science homework, and parental involvement. Ho1.4 - There are no statistically significant relationships between the academic achievementof African American students and frequency of individual study modes, frequency of groupstudy modes, time spent on Social Studies homework, and parental involvement.
  • 9. NULL HYPOTHESES cont. Ho2.1 - There are no statistically significant relationships between the academic achievementof Hispanic students and frequency of individual study modes, frequency of group studymodes, time spent on English homework, and parental involvement. Ho2.2 - There are no statistically significant relationships between the academic achievementof Hispanic students and frequency of individual study modes, frequency of group studymodes, time spent on Math homework, and parental involvement. Ho2.3 - There are no statistically significant relationships between the academic achievementof Hispanic students and frequency of individual study modes, frequency of group studymodes, time spent on Science homework, and parental involvement. Ho2.4 - There are no statistically significant relationships between the academic achievementof Hispanic students and frequency of individual study modes, frequency of group studymodes, time spent on Social Studies homework, and parental involvement.
  • 10. NULL HYPOTHESES cont. Ho3.1 - There are no statistically significant relationships between the academic achievementof Asian American students and frequency of individual study modes, frequency of groupstudy modes, time spent on English homework, and parental involvement. Ho3.2 - There are no statistically significant relationships between the academic achievementof Asian American students and frequency of individual study modes, frequency of groupstudy modes, time spent on Math homework, and parental involvement. Ho3.3 - There are no statistically significant relationships between the academic achievementof Asian American students and frequency of individual study modes, frequency of groupstudy modes, time spent on Science homework, and parental involvement. Ho3.4 - There are no statistically significant relationships between the academic achievementof Asian American students and frequency of individual study modes, frequency of groupstudy modes, time spent on Social Studies homework, and parental involvement.
  • 11. SIGNIFICANCE OF THE STUDY The study seeks to find what factorscontribute or hinder the academicachievement among Asian American, AfricanAmerican, and Hispanic students.Discovering the factors that contribute to theacademic achievement of each minoritygroup will increase the effectiveness ofAmerican education.
  • 12. DEFINITION OF TERMS Frequency of study modes (groupstudy and individual study) explainhow often and what methods areused by students to study. This caninclude study groups and individualstudying (Yan, 2005). Time on homework explains theamount of time spent onstudying, doing school work,and/or anything dealing with thestudents education andacademic success (Yan, 2005). Parental involvement explainsthe amount of interaction andinvolvement the parent has intheir childrens education. Thisranges from attending schoolfunctions, reading to their child,helping with the child homework,calling teachers and providingcurfews for the childrensacademics. This is a broad areabecause it can also includetalking to other parents abouteducation which does not involvethe student (Yan, 2005).
  • 13. DEFINITION OF TERMS cont. Asian- American are people of Asianancestry or origin who was born in or isan immigrant to the United States(Wikipedia, 2006). African Americans (also Afro-American orBlack American, or Black) is a member ofan ethnic group in the United Stateswhose ancestors, usually in predominantpart, were indigenous to Africa. Ingeneral, the cultural assumption in theU.S. is that if a person is Black, nativeEnglish-speaking and living in the UnitedStates, he or she is "African American(Wikipedia, 2006). Hispanic as used in the United States, isone of several terms used to categorizepersons whose ancestry hails either fromSpain, the Spanish-speaking countries ofLatin America, or the original settlers ofthe traditionally Spanish-heldSouthwestern United States. The term isused as a broad form of classification inthe U.S. census, local and federalemployment, and numerous businessmarket researches (Wikipedia, 2006). Success is measured by studentsmastery on the Exit-Level TAKS (TexasAssessment of Knowledge and Skills)test.
  • 14. LIMITATIONS OF THE STUDY1. A possible limitation may exist in the difference of cultures and traditions withineach minority group.2. Socio-economic status may also be bias among minority groups regardingeducation.3. The learning styles among the cultures may vary.4. Racially and culturally diverse schools may yield different results thanpredominately Asian American, African American, and Hispanic schools.
  • 15. LIMITATIONS OF THE STUDY cont.5. The study is limited to urban school districts in Texas.6. The size of the ethnic groups present in the participatinghigh schools may give disproportionate results.7. There may be a difference in academic achievement inminority students in rural school districts.
  • 16. CONCEPTUAL FRAMEWORKFREQUENCY OF STUDY MODESPRACTICEDPARENTAL INVOLVEMENTTIME SPENT ON HOMEWORKMINORITY STUDENTS(Asian American, African American, and Hispanic Students)
  • 17. CHAPTER IIReview of Literature
  • 18. PROBLEM FORMULATION Overview of the Subject Discover the factors that contribu

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