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PREDICTORS OF SUCCESS IN MEETING THE HIGH SCHOOL
MATHEMATICS AND ENGLISH REQUIREMENTS FOR COLLEGE
ENTRANCE: A LONGITUDINAL STUDY
by
Gail Spann-Greer
__________________________________________________________________
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2009
Copyright 2009 Gail Spann-Greer
Object Description
| Title | Predictors of success in meeting the high school mathematics and English requirements for college entrance: a longitudinal study |
| Author | Spann-Greer, Gail |
| Author email | gijai1@aol.com; WCG45@aol.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2005-01-18 |
| Date submitted | 2009 |
| Restricted until | Unrestricted |
| Date published | 2009-04-13 |
| Advisor (committee chair) | Baker, Robert L. |
| Advisor (committee member) |
Cohn, Carl Hocevar, Dennis Gothold, Stuart |
| Abstract | This was an exploratory, prospective study of the academic progress of the freshman class of 1998-1999, utilizing the Los Angeles Longitudinal Student Database (LSDB). The original sample was defined as all eighth grade graduates who were to enter the ninth grade in fall 1998 in four inner city high schools. For purposes of this study, academic progress focused only on the English and mathematics proficiency requirements for college entrance eligibility (B & C of the A to G requirements). In the aggregate, the four high schools were representative of 12 inner city high schools within one district. The study was prospective in that the students were tracked over a period of five years (Grades 8 through 12). However, backward mapping techniques were used in order to determine the differential characteristics of selected performance groups and to identify the most influential variables associated with academic outcome performance differences. The major disaggregation groups for most of the analyses were: gender; ethnic group membership; and English language proficiency classification. The academic outcome variables analyzed included English and mathematics course grades, and related competency examinations, considered critical to college eligibility. Within this general framework, an attempt was made to determine the predictive importance of such variables as: patterns of days present for instruction; timing of course enrollment; in or out of taking courses; standardized test performance; and overall "engagement" in the learning process.; Results showed that non-attendance and failure to successfully complete early foundation courses in the eighth and ninth grades were the two most influential variables. Comparatively, Latino students in the Redesignated as Fluent English Proficient (RFEP) group evidenced the greatest persistence, engagement and success, while the African American (AA) and Hispanic Limited English (LEP) groups evidenced the least. Using a more absolute criterion, the entire freshman cohort was academically at risk. |
| Keyword | opportunities-to-learn; high school; secondary education; drop-out rates; predictors of success and/or failure; equity and access; analysis of data outcomes |
| Geographic subject | school districts: Los Angeles Unified School District |
| Geographic subject (state) | California |
| Coverage date | 1997/2004 |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m2073 |
| Rights | Spann-Greer, Gail |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-Greer-150 |
| Archival file | uscthesesreloadpub_Volume23/etd-Greer-150.pdf |
Description
| Title | Page 1 |
| Full text | PREDICTORS OF SUCCESS IN MEETING THE HIGH SCHOOL MATHEMATICS AND ENGLISH REQUIREMENTS FOR COLLEGE ENTRANCE: A LONGITUDINAL STUDY by Gail Spann-Greer __________________________________________________________________ A Dissertation Presented to the FACULTY OF THE ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION May 2009 Copyright 2009 Gail Spann-Greer |
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