A Comparison of Academic Achievement of Economically Disadvantaged Elementary Students Served in Title I Part A Programs: Targeted Assistance Versus Schoolwide Models

PDF Version Also Available for Download.

Description

This study analyzed test scores of economically disadvantaged students who attended two elementary schools implementing different types of Title I models from 1999-2001. Test scores from the Texas Assessment of Academic Skills (TAAS), the Iowa Test of Basic Skills (ITBS) and the Stanford Achievement Test (SAT-9) were analyzed. One school implemented the targeted assistance model (less than 50% poverty), which focused resources on students were identified as failing or at risk of failing. The other a schoolwide model (95% poverty), which used resources to help all students in a school regardless of whether they ware failing, at risk of failing, ... continued below

Creation Information

Hinojosa, Marco A. May 2005.

Context

This dissertation is part of the collection entitled: UNT Theses and Dissertations and was provided by UNT Libraries to Digital Library, a digital repository hosted by the UNT Libraries. It has been viewed 1915 times , with 14 in the last month . More information about this dissertation can be viewed below.

Who

People and organizations associated with either the creation of this dissertation or its content.

Chair

Committee Members

Publisher

Rights Holder

For guidance see Citations, Rights, Re-Use.

  • Hinojosa, Marco A.

Provided By

UNT Libraries

With locations on the Denton campus of the University of North Texas and one in Dallas, UNT Libraries serves the school and the community by providing access to physical and online collections; The Portal to Texas History and UNT Digital Libraries; academic research, and much, much more.

Contact Us

What

Descriptive information to help identify this dissertation. Follow the links below to find similar items on the Digital Library.

Description

This study analyzed test scores of economically disadvantaged students who attended two elementary schools implementing different types of Title I models from 1999-2001. Test scores from the Texas Assessment of Academic Skills (TAAS), the Iowa Test of Basic Skills (ITBS) and the Stanford Achievement Test (SAT-9) were analyzed. One school implemented the targeted assistance model (less than 50% poverty), which focused resources on students were identified as failing or at risk of failing. The other a schoolwide model (95% poverty), which used resources to help all students in a school regardless of whether they ware failing, at risk of failing, or economically disadvantaged. The quantitative approach was used with a causal comparative design. A cohort of continuously enrolled students was identified for the TAAS (n=169 and 189) and the ITBS/SAT-9 (n=49 and 87). Descriptive statistics such as the frequency, mean, and standard deviation, were used to measure differences on the Texas Learning Index (TLI) for the TAAS, and Normal Curve Equivalent (NCE) on the ITBS/SAT-9. Analysis of covariance (ANCOVA) was used to partially adjust for preexisting differences among the groups and because randomization was not possible. The independent variable was type of Title I model, targeted assistance or schoolwide. The dependent variable was the achievement measure, and the covariate was the initial achievement scores in third grade (pretest). The ANCOVA reports and descriptive statistics showed that economically disadvantaged students performed better in reading and math on TAAS and ITBS/SAT-9 at the targeted assistance school in 1999 and 2001, with mixed results in 2000. The academic performance of economically disadvantaged students at the targeted model was consistent all three school years. They scored slightly lower than the non-economically disadvantaged students, but higher than their peers at the schoolwide model. The students' third grade pretest score was the most significant predictor of future performance.

Language

Identifier

Unique identifying numbers for this dissertation in the Digital Library or other systems.

Collections

This dissertation is part of the following collection of related materials.

UNT Theses and Dissertations

Theses and dissertations represent a wealth of scholarly and artistic content created by masters and doctoral students in the degree-seeking process. Some ETDs in this collection are restricted to use by the UNT community.

What responsibilities do I have when using this dissertation?

When

Dates and time periods associated with this dissertation.

Creation Date

  • May 2005

Added to The UNT Digital Library

  • Feb. 15, 2008, 4:09 p.m.

Description Last Updated

  • April 26, 2016, 4:42 p.m.

Usage Statistics

When was this dissertation last used?

Yesterday: 0
Past 30 days: 14
Total Uses: 1,915

Interact With This Dissertation

Here are some suggestions for what to do next.

Start Reading

PDF Version Also Available for Download.

Citations, Rights, Re-Use

Hinojosa, Marco A. A Comparison of Academic Achievement of Economically Disadvantaged Elementary Students Served in Title I Part A Programs: Targeted Assistance Versus Schoolwide Models, dissertation, May 2005; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc4773/: accessed October 24, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .