rebecca duong, phd proposal defense, dissertation chair, dr. william allan kritsonis, phd

8/14/2019 Rebecca Duong, PhD Proposal Defense, Dissertation Chair, Dr. William Allan Kritsonis, PhD

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A Study of the Factors Related to

the Academic Achievement of 8th Grade

Limited Proficient Students

In A Major Urban School District

A Dissertation ProposalPresented by

Rebecca Duong

Dissertation Committee

William Allan Kritsonis, PhD., ChairDavid Herrington, PhD., Member

Donald R. Collins, PhD., Member

Dr. Solomon Osho, Ph.D., Member

November 19, 2008



Proposal Format

I. Introduction

II. Background of the Problem

III. Purpose of the StudyIV. Research Questions

V. Review of Literature

VI. Research Design



Introduction

NCLB legislation requires all students enrolled in public schools

be proficient in Math and Reading by 2014.

In Texas, TAKS proficiency standards must be met by all groups

including Hispanic LEP students, how will schools be ready?



Introduction

In Texas there is a increase of more than 55% of Hispanics making up

the overall population of middle school public school enrollment in 2007.

(National Center for Education Statistics. 2007)

Research stresses the importance of recognizing LEP students in middle

school come with unique strengths, challenges, and needs.



Background of Problem

Administrators and teachers face new challenges as

changing demographics have Texas educators and

leaders finding new ways to implement federal and

state policies concerning LEP (Limited English

Proficient) education (Gulla, 2003).



Background of the Problem

Published studies and state reports in Texas discuss

the implications of the increasing rate of illiteracy in

the Hispanic community due to dropout rates in

middle and high school.

According to Rumberger and Lamb (2003),

“Understanding why students drop out of school is a

difficult if not an impossible task because, as with

other forms of educational achievement, it isinfluenced by an array of individual and institutional

factors” (p. 147), factors which are school and

individual related.



Statement of the Problem

As a result of the dropout rate of Hispanics, many

Texans are not fully able to participate in the

emerging new economy because of limited literacy

skills, limited English-speaking skills and a general

need for other basic skills (Haynes, 1998; Jones,2001).

There is a need to determine if 8th LEP Hispanic

student’s perceptions of school factors and/orindividual factors may affect their academic

achievement.



Purpose of the Study

The study has a threefold purpose.First, its seeks to determine school factors that effect

the academic achievement of 8th grade Hispanic LEP

students.

Second, it seeks to determine individual factors that

effect the academic achievement of 8th

grade HispanicLEP students.



Purpose of the Study (cont.)

Finally, it seeks to identify how these identifiable

factors are perceived by Hispanic limited English

proficient 8th grade middle school students as

positively influencing their academic achievement.



Research Questions

1. Is there a significant relationship between thestudents’ academic achievement and theirperceptions of the importance of a positive school climate?

2. Is there a significant relationship between thestudents’ academic achievement and theirperceptions of the importance of a positiveclassroom environment ?



Research Questions (cont.)

3. Is there a significant relationship of the students’academic achievement and their perceptions of theimportance of LEP instruction?

4. Is there a significant relationship of the students’academic achievement and the students’ motivationto achieve?

5. Is there a significant relationship of the students’academic achievement and the students’ social goals?




6. What is the relationship of the students’ academic

achievement and the combined responses to their

perceptions of the importance of:

– school climate

– classroom environment

– quality of LEP instruction

– motivation to achieve

– individual social goals




7. What relationships exist between the students’

personal background and demographic

characteristics and their perceptions of the

importance of:

– school climate

– classroom environment

– quality LEP instruction

– motivation to achieve

– individual social goals



Null Hypothesis

H01: There is no statistically significant relationship between

the students’ academic achievement and their perceptions

of the importance of a positive school climate as measured

by the Academic Achievement Survey .

H02: There is no statistically significant relationship between

of the students’ academic achievement and their

perceptions of the importance of a positive classroom

environment as measured by the Academic Achievement

Survey .



Null Hypothesis

H03: There is no statistically significant relationship of thestudents’ academic achievement and their perceptionsof the importance of LEP instructionas measured bythe Academic Achievement Survey .

H04: There is no statistically significant relationship of thestudents’ academic achievement and the students’ motivation to achieve as measured by the AcademicAchievement Survey .

H05: There is no statistically significant relationship of thestudents’ academic achievement and the students’ social goals as measured by the Academic AchievementSurvey .



Null Hypothesis

H06: There is no statistically significant relationship of the students’ academic achievement and the

combined responses to their perceptions of the

importance of:

school climate

classroom environment

quality of LEP instruction

motivation to achieve

individual social goals



Null Hypothesis

H07: There are no statistically significant relationshipsbetween the students’ personal background anddemographic characteristics and their perceptions of the importance of:

school climate

classroom environment

quality of LEP instruction

motivation to achieve

individual social goals



Theoretical Frame of Reference

School Climate

Researchers have identified the following characteristics thatinfluence school climate:

Safe and orderly environment (Murphy, 1989; Jones, 2001) Opportunities for student participation and leadership

(Rumberger et al., 2000; Wynne, 1980) High expectations for students (Edmunds, 1979; Rumberger et

al., 2000) Student-staff cohesion and support of differences (Wynne,

1980; Martinez, 2001)




Classroom Environment

Piaget’s theory of a constructivist framework will be

used in this investigation to describe a positiveclassroom environment

(Fogarty, 1999; McMullen, 2004).




Quality of LEP Instruction

LEP instruction improves the education of LEP

children, by assisting them to learn English and meetchallenging state academic content and student

academic achievement standards

(Cummins, 1980; 1981; 1996; Jones, 2005).




Motivation To Achieve

Motivation plays a fundamental role in a students’

achievement ability

(Brophy, 1985; Dörnyei, 1994; Holden, 2001).




Individual Social Goals

Learning to socialize is a natural step towards social

development also an important factor forassimilation into society

(Deci & Ryan, 1985:116; Matthews, 2003).



Significance of the Study

Develop an awareness of the perceptions of factorsthat will positively or negatively affect the academicachievement of middle school 8th grade Hispanic LEPstudents.

Determine which school and individual factors arepositive impacts on 8th grade Hispanic LEP students’academic achievement while impacting future policydecisions related to services to LEP students in middleschool.

Ultimately influence program decisions to maximizethe learning outcomes of 8th grade Hispanic LEPstudents.



Assumptions

Data gathered from the participants will be factual.

LEP students participating will be classified as 8th grade LEP students in school currently enrolled.

LEP students who participate in the personal

essays and questions will be truthful and objectivein their responses.

Responses in the study will be accurately recordedand appropriately coded.

Results of this study will help school leaders tomore effectively implement federal and statepolicies concerning LEP (Limited EnglishProficient) education.



Limitations of the Study

Research will reflect one urban school district in

Texas.

Data collected will be obtained from five middle

schools within the selected urban school district.



Chapter II

Review of Literature



School Factors

School Climate-Characteristics of schools can affect and help define the climate of the school.

-Researchers have identified the following characteristics that influence school climate:

*Safe and orderly environment

(Murphy, 1985; Knippel, 2001)

*Opportunities for student participation and leadership (Rutter et al., 1979;Wynne, 1980; Matthews, 2004)

*High expectations for students

(Edmunds, 1979; Rutter et al., 1979, Sykes, 2001)

*Student-staff cohesion and support of differences (Wynne ,1980; Matthews, 2006)



School Factors

Quality of LEP Instruction

-LEP instruction improves the education of LEP children inassisting them to learn English and meet challenging stateacademic content and student academic achievement standards(Cummins, 1980; 1981; 1996; Rocha, 2003)

-This research will track Reading TAKS scores of participating8th grade LEP Hispanic students who are enrolled in ESLclassrooms after their 3rd year of enrollment in public school.

-Quality LEP instruction involves the development andimplementation of language educational instructional programsand academic content instruction in a middle school setting.



Individual Factors

Motivation to Achieve

-Intrinsic motivation takes into account expectancy of the outcomeas well as the incentive value of success (Connell, 1984; Ewing,2001). For example, when the student feels responsibility and

control over the learning situation; the student will do what isnecessary to be academically successful.

-Student take ownership in their learning. Learning in theclassroom becomes goal structure and provides groupcohesiveness.

For example, students who need extra help are supported by themore proficient students who assist their classmates, building motivational self determination and learning autonomy (Brophy,1985; Dörnyei, 1994;Holden, 2004).



Individual Factors

Social Goals

-Learning to socialize is a natural step towards social developmentand also an important factor for assimilation into society (Deci& Ryan, 1985:116; Griddings, 2005).

-According to Gusman (1996), "Everything in the classroomrevolves around relationships and nothing else." When studentsbuild relationships with each other, his or her influence on eachother becomes evident.

For example, norms, beliefs, and attitudes of the group within the school community can range from the type of clothing the groupwears, the type of music they listen to, and eventually their attitude towards academic success (Gusman, 1996).



Chapter III

Methodology



Research Design

Research Method

Both qualitative and quantitative approaches will be used inthis investigation.

Components of the study (survey and two-part essay response)

will be designed to identify whether school and individual

factors will influence 8th grade Hispanic LEP student’sacademic achievement.



Research Design

Quantitative:

To measure the relationship between student academic achievement

and the three school factors selected for this study: school climate,

classroom environment, and language instruction-Pearson correlation

for school climate and Reading TAKS scores will be utilized. To measure the relationship between student academic achievement

and individual factors selected for this study: motivation to achieve

and personal social goals-Pearson correlation for individual factors

and Reading TAKS scores will be utilized.



Research Design

Qualitative

Two-part essay responses will be collected from participants.

Emergent themes will be used to identify common factors that8th grade Hispanic LEP students’ perceive as affecting his/her

academic achievement.



Subjects of the Study

Quantitative Sample/QualitativeSample:

Student information will be obtained for 150 8th grade LEPHispanic students within a major urban school district.

Five middle school buildings with varying academic achievementlevels of 8th grade LEP Hispanic students will participate in the

study.

Data will be gathered from 8th grade LEP Hispanic students inmainstream classrooms who have been in enrolled in publicschool for more than three years.



Instrumentation

The questionnaire on the Academic Achievement of 8th gradeHispanic LEP students consists of 52 items divided into fourmajor sections. Part I “General Information,” consists of itemsassessing the participant’s student identification number,gender, age, parental level of education, and socioeconomicstatus (eligibility for free or reduced lunch).

Part II of the questionnaire, “Your School and Classes,”consists of questions #6-31 measuring the participant’sperceptions of the importance of school climate, classroomenvironment, and language instruction.

Part III of the questionnaire, “You and Your Friends,” consistof questions #32-51 measuring the participant’s perception of their motivation for attending school and their socialmotivation.



Instrumentation

The two-part essay question consists of a hypothetical questionthat describes a student’s friend who did not speak English andwas coming to the United States to study in the same school ashis or her friend. The first part of the question asks therespondent to tell his or her friend about: a) their school, b)what he or she had to do to be academically successful, c) and

describe the quality of classroom instruction. The second partof the question asked the respondent to describe to their friend:a) why the respondent like or dislike the school, b) how theirfriends in school are.



Instrumentation

Quantitative Data:

Student Survey utilizing a

5 point Likert scale-Part I

Qualitative Data:

Demographic data

Open-ended essayquestions for students

to answer-Part II



Validity and Reliability

The research results will be dependent upon the researcher’saccuracy to depict the meaning of the participant’squestionnaire responses.

The results which emerge from data analysis will be tested forplausibility and conformability.

Participants’ questionnaires and results will be privatelyexamined by the researcher in order to secure credibility,transferability, and dependability of the procedures andfindings.



Data Collection

Surveys will be given to participants. Information and duedates will also be included.

Responses will be coded to assure identity protection.

Data from the survey will be placed in tables and graphs.

Data from the district and respondents will be secured for seven

years.



Data Analysis

Quantitative Data:

Pearson correlations will be used tocalculate the research questions in thestudy.

Correlations will be evaluated withtwo-tailed tests with the .05 level of

significance. Scale scores will be calculated from

the respondent’s questions.

Scale score of respondent’s survey aswell as 2008-2009 Reading TAKSscores of each participant will bedescribed as interval scale variables.

Results of study will be reported using

descriptive statistics, includingfrequencies and percentages.

Qualitative Data:

Two-part essay response Essay responses transcribed Data analysis include coding,

generating categories, and writtensummaries.

Emergent themes Cross-check findings with

Quantitative data.



References

Brophy, J. (1985). Teacher's expectations, motives, and goals for working with problem students, in Ames, C. and Ames, R. (Eds).Research on Motivation in Education: The classroom milieu.San Diego: Academic Press, Inc.

Chamot, A. U., & O'Malley, J. M. (1994). The CALLA

handbook: Implementing the cognitive academic languagelearning approach. New York, NY: Longman.

Collier, V. (1987). Age and rate of acquisition of secondlanguage for academic purposes. TESOL Quarterly, 21(4), 617-641.

Collier, V. (1989). How long? A synthesis of research onacademic achievement in a second language. TESOL Quarterly,23(3), 509-531.



References

Delpit, L. (1995). Other people’s children: Cultural conflict in theclassroom. New York: New Press.

DeRosier, Melissa E., Kupersmidt, Janis B. & Patterson,Charlotte J.

Dewey, John. (1966). Democracy and Education. New York:Free Press.

Dörnyei, Z. (1994). Understanding L2 motivation: On with thechallenge! The Modern Language Journal, 78 (4), 515 - 522.

Edmunds, R.R. (1979). Some schools work and others can.Social Policy, 9, 28-32.



References

Edmunds, R. (1979). Effective schools for the urban poor.Educational Leadership, 36, 15-23.

Education Trust. (2007). The Education Trust-Closing theAchievement Gap. Retrieved August 20, 2008, fromhttp://www.edtrust.org./

Fogarty, R. (1991). Ten Ways to Integrate Curriculum.Educational Leadership, 49(2), 61-65.

Fraenkel, J.R. and Wallen, N.E. (2006). How to design and

evaluate research in education (6th ed.) New York, NY:McGraw-Hill.

http://www.edtrust.org./

http://www.edtrust.org./



References

Freeman, Y., & Freedman, D. (1998). ESL/EFL teachingprinciples for success. Portsmouth, NH: Heinemann.

Freiberg, H. J. (1998). Measuring school climate: Let me countthe ways. Educational Leadership, 56(1), 22-26.

Fry, Richard. 2007.The Changing Racial and Ethnic Composition of U.S. Public Scho. August. Washington, DC: Pew Hispanic Center.

Fry, Richard. 2007.How Far Behind in Math and Reading are English Language LeaJune. Washington, DC: Pew Hispanic Center.

http://pewhispanic.org/reports/report.php?ReportID=79






References

Galloway, Dan & Gallenberger, Cathy. A Positive SchoolEnvironment Is the Setting for Success High School Magazine,v7 n3 p28-33 Nov 1999.

Gandara, P. (1999). Staying in the race: The challenge forChicanos/as in higher education. In J.F. Moreno (Ed.), The

elusive quest for equality: 150 years of Chicano/Chicanaeducation. Cambridge, MA: Harvard Educational Review.

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References

Reed, Deborah, et. al. 2005.Educational Progress Across Immigrant Generations in Californi. San Francisco, CA: Public Policy Institute of California.

Rogers, C.R. & Freiberg, H.J. (1994). Freedom to Learn (3rd

Ed). Columbus, OH:Merrill/MacMillan, (

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Rumberger, Russell W. 1987. “High School Dropouts: AReview of Issues and Evidence.” Review of EducationalResearch 57:101–21.

Rumberger, Russell W. 2004. “Why Students Drop Out of School.” Pp. 131–55 in Dropouts in America: Confronting theGraduation Rate Crisis, edited by Gary Orefield. Cambridge,MA: Harvard Education Press.

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http://www.ppic.org/main/publication.asp?i=402



Quote

“One person seeking glory doesn’t

accomplish much. Success is the result

of people pulling together to meet common goals.”

(John Maxwell p. 27, 2001)

rebecca duong, phd proposal defense, dissertation chair, dr. william allan kritsonis, phd

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