dr. william allan kritsonis, dissertation chair for steven norfleet, dissertation defense ppt

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Dr. William Allan Kritsonis, Dissertation Chair for Steven Norfleet, Dissertation Defense PPT.

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  • 1. A MIXED METHODS STUDY OF STUDENTEXPERENCES WITH SCHOOL PRACTICES DEEMEDIMPORTANT TO AFRICAN AMERICAN STUDENTACHIEVEMENTA Dissertation DefensebySteven NorfleetApril 9, 2010William Allan Kritsonis, Dissertation ChairMajor Subject: Educational Leadership
  • 2. Dissertation Committee MembersWilliam Allan Kritsonis, Ph.D.(Dissertation Chair)Camille Gibson, Ph.D. Lisa Hobson, Ph.D.(Member) (Member)Ronald Howard, Ph.D. Wanda Johnson, Ph.D.(Member) (Member)
  • 3. Dissertation Defense Format1. Background of the Problem2. Purpose of the Study3. Statement of the Problem4. Significance of the Study5. Conceptual Model6. Research Questions7. Literature Review8. Method9. Findings10. Discussion of Null Hypotheses11. Conclusions12. Recommendations
  • 4. Background of the Problem Public schools in the United States continue tostruggle with the issue of closing the achievement gapbetween the African American student and their Whitecounterparts. For some 40 years, educators and researchers alikehave attempted to implement solutions to theachievement gap problem. Using primarily top-downapproaches, solutions have ranged from improvingteacher and administrator qualities, to improving thecurriculum, to placing more emphasis on studentoutcome data, to increasing the rigor in core subjectareas, to more tutoring, to less tutoring, and on andon.
  • 5. Background of the Problem (cont.)Since the first NAEP report card was issued, AfricanAmerican achievement scores in reading, mathematics,and science among 9, 13, and 17 year olds haveaveraged some 30 points below their White peers.
  • 6. Trend in Black-White Achievement Gapin Reading 1971-2008Source: Rampey, B.D., Dion, G.S., & Donahue, P.L. (2009). National Assessment ofEducational Progress (NAEP)
  • 7. Trend in Black-White Achievement Gapin Mathematics 1971-2008Source: Rampey, B.D., Dion, G.S., & Donahue, P.L. (2009). National Assessment of Educational Progress(NAEP)
  • 8. Trend in Black-White Achievement Gapin Mathematics 1971-2008Source: Rampey, B.D., Dion, G.S., & Donahue, P.L. (2009). National Assessment of Educational Progress(NAEP)
  • 9. Trend in Grade Twelve ScienceAchievement Gap by Race/Ethnicity1996-2005Source: Grigg, W., Lauko, M., and Brockway, D. (2006). The Nations Report Card: Science 2005 (NCES 2006-466). Washington, DC: Department of Education, National Center for Education Statistics, U.S. GovernmentPrinting Office.
  • 10. Texas Assessment of Knowledge and Skills(Met Standard, Sum of All Grades Tested 2005-2008)Source: Texas Education Agency, 200962%67%70% 72%76%80% 82% 84%45%52%55%58%0%10%20%30%40%50%60%70%80%90%2005 2006 2007 2008YearAllWhiteAfricanAmericanPercentPassing
  • 11. Texas College Readiness ScoresTexas Scholastic Aptitude Test (SAT)Results020040060080010001200YearMeanScoreState 987 992 991 992White 1047 1059 1059 1056African American 843 855 860 8672004 2005 2006 2007Texas American College Test (ACT) Results0510152025YearMeanScoreState 20.1 20 20.1 20.2White 21.8 21.8 22 22African American 17.1 17 17.1 16.92004 2005 2006 2007Source: Texas Education Agency, 2009
  • 12. Background of the Problem (cont.) Rovai, Gallien Jr. and Stiff-Williams (2007) presentthe added complexity that closing the achievementgap in elementary and secondary schools has nowcarried over to higher education.
  • 13. Background of the Problem (cont.) Thompson (2002) remarked that because of theincrease in pressure on K-12 school administratorsto meet higher federal and state accountabilitystandards including all of the other responsibilitiesplaced on school administrators, California schoolleaders are asking, what can we do to improve theacademic performance of African Americanchildren?
  • 14. Background of the Problem (cont.) Lingard, Ladwig and Luke (2004) point out that theblack box of schooling needs to be opened withmore in depth, qualitative analyses of processes thatactually occur in schools. Cooper (2000) - If reform-minded educators areserious about closing the achievement gap beforeseveral decades pass in the new millennium, wemust continue to identify alterable factors in theschooling process that help to promote academicsuccess among all students and particularly studentsof color.
  • 15. Background of the Problem (cont.) Marzano (2003) - If a school can simplyidentify those variables on which it is notperforming well, it can pinpoint and receivethe information it needs to improve studentachievement.
  • 16. Purpose of the StudyThe purpose of the mixed methods study was todescribe African American students perceptions ofeffective leadership practices at their high schools.
  • 17. Statement of the ProblemThe 2001 No Child Left Behind Act is arguably the mostsweepingfederal education reform effort to force schools to close theachievement gap for minorities since the Civil Rights Act of 1964and the Elementary and Secondary Education Act of 1965.Although the NCLB legislation has now been in effect for nineyears, recent National Assessment of Educational Progress(NAEP), ACT, SAT, and in Texas the Texas Assessment ofKnowledge and Skills (TAKS) scores, have not shown asignificant decrease in the academic achievement gap betweenAfrican American students and their White counterparts.
  • 18. Significance of the Study Understanding that raising student achievement directly leads togrowth in the national economy and the provision of a smarter workforce, the 2001 NCLB ACT provided additional federal funds to statesto improve achievement. With a specific focus on sub-populations, theACT mandates higher teaching standards, more accountability, andincreased student performance. Barber (2008) points out in the 1960s the U.S. led the world in highschool qualifications and Korea was 27th. Now Korea leads the worldand the U.S. is 13th and falling. As recently as 1995 the U.S. wassecond in the world on college-level graduation rates; just a decadelater it has slipped to 14th. Trends in International Mathematics and Science Study or TIMSS(2007) indicate that eighth grade United States students are ninth inthe world in mathematics and tenth in science out of 47 countriestested.
  • 19. Significance of the Study (cont.)This study sought to improve the practices of theeducation team. Results of the study may:o generate new strategies and approaches to employby the education team that could lead to improvedacademic achievement in all students;o provide quantitative and qualitative data to school leaderson the influence of an effective high school on theachievement of African American students that areconsidered at risk as college students;
  • 20. Significance of the Study (cont.)o provide college and university teacher education programswith information on schooling leadership practices thatresonate with African American learners;ando for policy makers, results may shed light on funding supportand program interventions that African American studentssay are needed with future generations of African Americanstudents from similar backgrounds as themselves.
  • 21. Conceptual

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