a university in missouri, college in missouri - analysis of … · 2017. 1. 24. · the literature...

ANALYSIS OF MISSOURI PUBLIC SCHOOLS AVERAGE ACT SCORES 1

QUANTITATIVE ANALYSIS OF 2015 MISSOURI PUBLIC SCHOOLS AVERAGE ACT SCORES BY THE

PREPARATORY COURSES OFFERED.

BY: JUSTIN COLLINS

Submitted to

Northwest Missouri State University Missouri

Department of Professional Education

College of Education and Human Services

Maryville, MO 64468

Dr. Gray Smith

Research Paper Advisor

Submitted in Fulfillment of Graduation Requirements for

61723: Writing and Interpreting Statistics & 61724: Field Study

11/22/2016


ABSTRACT

In this study an ANOVA was used to determine if there is a difference in the average

ACT composite score when considering schools that offered and ACT prep class and those

that did not in 84 Missouri public schools during the 2014-2015 school year.

The findings for the research question indicated that there is a no relationship

between student achievement in school districts when considering districts schools that offer

an ACT prep course and those that do not.

Based on the results of this study, the researcher suggests that future research and

analysis should be conducted about the effects of test preparation and student achievement.

Research determining how long the ACT prep courses have been in place in each individual

school building would be pertinent to the research findings. The researcher also suggest

taking data from a larger sample size.


TABLE OF CONTENTS

Abstract ……………………………………………………………………………………………………………….……… 2

List of Tables and Figures ……………………………………………………………………………………….….… 5

Chapter One: Introduction to the Study ………………………………………………………………….….. 6

Background ………………………………………………………………………………………………………….. 6

Conceptual Underpinnings ………………………………………………………………………………….. 7

Statement of the Problem…………………………………………………………………………………… 8

Purpose of the Study …………………………………………………………………………………………… 9

Anticipated Benefits of Study ……………………………………………………………………………… 9

Limitations …………………………………………………………………………………………………………. 10

Delimitations ……………………………………………………………………………………………………… 10

Definition of Terms …………………………………………………………………………………………..10-12

Summary ………………………………………………………………………………………………………….12-13

Chapter Two: Review of Literature……………………………………………………………………………….14

Overview ……………………………………………………………………………………………………………….14

Status Quo…………………………………………………………………………………………………….….14-15

College and Career Readiness ………………………………………………………………………………15

Remediation ………………………………………………………………………………………………15

Views of Remediation ……………………………………………………………………………… 16

Factors Contributing to Lack of College and Career Readiness……………..16-18 School Accountability……………………………………………………………………………. 19

Strategies for Improving Student Academic Preparedness……………………18-19

Consequences and rewards……………………………………………..……………………19-20 Rationale……………………………………………………………………………………………….…..20

Student Achievement………………………………………………………………………………………. 20

Family Background………………………………………………………………………………..20-21 Family Income…………………………………………………………………………………….………21 Parental Incarceration…………………………………………………………………………..…..22 Professional Development…………………………………………………………………….22-23 Course Offerings…………………………………………………………………………………..23-24

Chapter Three: Research Design and Methodology ………………………………………………… 24

Problem and Purpose Overview………………………………………………………………………… 24

Field Study Methods …………………………………………………………………………………………. 25

Variables Used in the Study……………………………………………………………………………. 25-26

Research Questions…………………………………………………………………………………………….. 26

Null Hypotheses ………………………………………………………………………………………………….. 26

Study Group ………………………………………………………………………………………………………… 26

Data Collection and Instrumentation ………………………………………………………………….. 27

Data Analysis Strategies ……………………………………………………………………………………… 27

Summary ……………………………………………………………………………………………………………. 27


Chapter Four: Presentation of the Data Analysis, Findings, and Interpretations ……….. 28

Overview …………………………………………………………………………………………………………….. 28

Review of Research Design ..…………………………………………………………………………… 28-29

Results for Research Question One ……………………………………………………………………….30

Summary for Research Question One ……………………………………………………………….. 31

Results for Research Question Two……………………………………………………………….. 31-32

Chapter Five: Conclusions, Implications, and New Learning ………………………………………. 33

Overview …………………………………………………………………………………………………………… 33

Discussion of Findings ………………………………………………………………………………………. 33

Conclusions ………………………………………………………………………………………………………. 34

Implications …………………………………………………………………………………………………………..34

Recommendations ………………………………………………………………………………………………. 34

Summary …………………………………………………………………………………………………………….. 35

References…………………………………………………………………………………………………………….. 36-37


LIST OF TABLES AND FIGURES

Table 1: Summary of ANOVA results for the average ACT composite scores when comparing

schools that offer an ACT prep and those that do not.…………………………………………………….30

Figure 1: Summary of ANOVA results for the average ACT composite score when comparing

schools that offer an ACT prep course and those that do not ………………………………………….30

Table 3: Summary of descriptive statistics for the average ACT composite score by those schools

that offer an ACT prep course and those that do not……………..........................................38


CHAPTER ONE: INTRODUCTION TO THE STUDY

Background, Issues and Concerns

There has been a noticeable shift in interest on the topic of school accountability in

the United States in the past 20 years. During this time frame, education initiatives were

signed into law “out of concern that the American education system was no longer

internationally competitive” (EdWeek). This led to initiatives to target disadvantaged students

such as the No Child Left Behind Act (NCLB), which “significantly increased the federal role in

holding schools responsible for the academic progress of all students” (EdWeek). Recently, a

similar education initiative called the Every Student Succeeds Act (ESSA) was passed into law

with the objective of improving the one-size fits all approach of the NCLB. The ESSA aimed “to

create a better law that focused on the clear goal of fully preparing all students for success in

college and careers” (Ed.gov).

One of the elements retained from the NCLB by the ESSA is that standardized testing

remains a requirement. The American College Test (ACT) is one of the primary college

entrance exams used in the United States. “Some states even use the ACT score to assess

school performance and require all high school students to take the test regardless of

whether they are college bound” (Qui,2010). In Missouri, all high school juniors are required

to take the ACT test which is paid for the State of Missouri.

The underlying issue is that more and more students are coming to college and

unprepared for college level work. “College readiness has become a growing concern for

educational policy makers, practitioners, and researcher” (Tierney, 2014). “Of U.S. students in


a 4-year colleges, 40% take at least one remedial course), an act associated with a higher

likelihood of not completing a college degree” (Tierney, 2014).

There is much debate on what exactly affects student achievement, and previous

studies have indicated a very small positive relationship between student achievements on

standardized assessments and preparatory classes. If there is a statistically significant

difference between schools that offer ACT prep courses and those that do not, suggestions

that inform districts’ policy decisions will be made.

Practice under Investigation and/or Policy to be Informed by Study

The practice under investigation is effectively promoting college and career readiness

best practices and standards. This practice will be investigated through examining the effect

of ACT preparatory courses on student achievement on the ACT test.

Conceptual Underpinning

The literature will review information about the standardized testing, college and

career readiness, and school accountability. This information will then be synthesized to

determine the relationship between public school districts school districts when considering

the schools that offer semester long ACT preparatory courses and those that do not.


ANALYSIS OF MISSOURI PUBLIC SCHOOL AVERAGE ACT COMPOSITE SCORE

The average composite ACT score is 21.7, which is an increase from the 21.6 average

that it maintained from 2005 to 2013 according to MODESE Core Data. While the percentage

of increase may not be statistically significant, this is the first time in eight years that Missouri

has seen an increase in the average ACT composite score. The ACT composite scores are key

components to districts’ accreditation under Missouri’s MSIP 5 as well as an important part of

the accreditation process in many other states, current studies on attendance rate data and

trends need to be reviewed. The purpose of this study is to determine if there is a relationship

between the ACT composite score and the ACT preparatory courses offered to the students.

STATEMENT OF THE PROBLEM

Many educators of all levels are concerned that high school graduates are not entering

college with the skills they need complete college level work. “This concern for students’

college preparation is not without reason” (Tierney, 2014). According to Tierney (2014), “Of

U.S. students in 4-year colleges, 40% take at least one remedial course, an act associated with

a higher likelihood of not completing a college degree. As more students take remediation,

fail to be retained, and enter underprepared for credit-bearing courses, investigating college

readiness is increasingly important (Tierney 2014). According to Wiley (2010), “With


remediation so strongly tied to graduation, more and more education initiatives have focused

on defining, measuring and improving the college readiness of high school students.”

PURPOSE OF THE STUDY

The purpose of this study is to add to the body of knowledge and research about

improving student achievement. By conducting this study, it is the researcher’s hope to

determine whether schools that offer ACT preparatory courses have an effect on student

achievement on the ACT test. This is important because student achievement, specifically

college and career readiness plays a major role in a district’s accreditation through the

Missouri Department of Education and Secondary Education (DESE).

The researcher also hopes to determine whether schools that offer college level

English courses have an effect on student achievement on the ACT test. This is important

because student achievement, specifically college and career readiness, plays a major role in

a district’s accreditation through the Missouri Department of Education and Secondary

Education (DESE).

ANTICIPATED BENEFITS OF THE STUDY

This study will attempt to add to the body of research concerning the correlation

between student achievement, preparation, and curriculum. Based on the findings of this

study, schools will have the opportunity to create or improve preparatory courses and

curriculum within their schools which hopefully can in turn increase students’ academic

achievement.


LIMITATIONS OF THE STUDY

One of the limitations of this study is that data was collected from only one state,

Missouri. Another limitation is that only public school districts were used in this study.

DELIMITATIONS OF THE STUDY

Statistics in this study only include data from 2015 school year in Missouri public schools.

Also, the statistics in this study only include data from the 434 Missouri public schools that

reported their data on the Missouri Department of Elementary and Secondary Education

(MODESE) website and the number of schools that completed the emailed survey items.

DEFINITION OF TERMS

Academic Preparedness: “Having the academic knowledge and skills to do postsecondary-

level coursework at two-year or four-year colleges, or other postsecondary institutions,

without the need for remediation” (Mueller, 2013).

Accreditation Status-“School districts are accredited according to standards set by the State

Board of Education. The three levels of accreditation are: Accredited, Provisionally

Accredited, and Unaccredited” (MODESE, 2016).

The American College Test (ACT)- A standardized college readiness assessment is a

standardized test for high school achievement and college admissions in the United States

produced by ACT.(Qui,2010) The ACT has 4 core sections English, Math, Reading, and Science.


Average ACT Composite Score- The ACT composite score is attained by average of the 4 core

section scores. The Composite is rounded to the nearest whole number and anything .5 or

higher is rounded up and vice versa.

Analysis of Variance (ANOVA)- Statistical tool used to determine the impact independent

variables have on the dependent variable.

College and Career Readiness (CCR)- Means that a high school graduate has the knowledge

and skills in core areas necessary to qualify for and succeed in entry-level, credit-bearing

postsecondary coursework without the need for remediation (MODESE, 2016).

Missouri Department of Education and Secondary Education (DESE)- The Department of

Education sets standards for and approves courses and professional programs for teachers

and school administrators in Missouri’s public and private higher education institutions

(MODESE, 2016).

Missouri School Improvement Program (MSIP 5)- The state’s accountability system for

reviewing and accrediting public school districts, outlines the expectations for student

achievement with the ultimate goal of each student graduating ready for success in college

and careers (MODESE, 2016).

School Accountability- The idea of holding schools, districts, educators, and students

responsible for student achievement.


Standardized Tests- A standardized test is a test that is administered and scored in a

consistent, or "standard", manner. Standardized tests are designed in such a way that the

questions, conditions for administering, scoring procedures, and interpretations are

consistent and are administered and scored in a predetermined, standard manner (Wiki).

Summary




internationally competitive” (EdWeek). Many educators of all levels are concerned that high

school graduates are not entering college with the skills they need complete college level

work. “This concern for students’ college preparation is not without reason” (Tierney, 2014).

According to Tierney (2014), “Of U.S. students in 4-year colleges, 40% take at least one

remedial course, an act associated with a higher likelihood of not completing a college

degree. As more students take remediation, fail to be retained, and enter underprepared for

credit-bearing courses, investigating college readiness is increasingly important (Tierney

2014).

By conducting this study, it is the researcher’s hope to show if there is a difference

between the average ACT composite score when considering schools that offer an ACT

preparatory course and those that do not. This is important because student achievement,

namely college and career readiness, plays a major role in a district’s accreditation through

Missouri’s MSIP 5.


The following chapter addresses the conceptual underpinnings of the study by

reviewing and synthesizing literature related to career readiness student achievement, school

accountability, and college and career readiness.


CHAPTER TWO

REVIEW OF LITERATURE

INTRODUCTION

This chapter will present literature that discusses college and career readiness,

teacher quality and teacher retention and their impact on student achievement. These

academic, peer-reviewed articles and books provided information the researcher used to help

guide the analysis of the study. The topics that guide this investigation and provide insightful

information are college and career readiness, school accountability, and student

achievement.

As this study attempts to add to the body of ACT Composite Score research, it will not

only incorporate literature related to ACT Composite Scores, but the researcher will conduct

data analysis of ACT Composite Score trends in 2015 Missouri Public schools. Based on the

findings of this study, school administrators and professionals will have the ability to better

understand if preparatory courses and advanced curriculum offerings affect ACT Composite

scores. The first conceptual underpinning of this study focuses on college and career

readiness in public high schools.

Status Quo

“College readiness has become a growing concern for educational policy makers,

practitioners, and researcher” (Tierney, 2014). Many educators of all levels are concerned

that high school graduates are not entering college with the skills they need complete college

level work. “This concern for students’ college preparation is not without reason” (Tierney,


2014). The State of Missouri and like other states nationally use the ACT as an indicator of

academic knowledge in subject areas. “The ACT is a widely used standardized test for college

admissions in the United States. Admission offices of higher education institutions use the

ACT score to supplement secondary school records and, from another point of view, to put

local assessments, such as coursework, grades, and class rank, in a national context (Qui,

2010).

COLLEGE AND CAREER READINESS

Remediation




credit-bearing courses, investigating college readiness is increasingly important (Tierney

2014). Students that take remedial courses are more likely to drop out of college than those

who do not take remedial courses. “Those students who require a remedial class have

graduation rates that range between 30 and 57 percent, depending on the type and number

of remedial classes they take, while those who do not require remediation have a graduation

rate of approximately 69 percent” (Wiley, 2010). According to Wiley (2010), “With

remediation so strongly tied to graduation, more and more education initiatives have focused

on defining, measuring and improving the college readiness of high school students.”


Views of Remediation

Remediation remains a heavily debated topic in higher education with proponents for

and against remedial coursework. Some have argued that colleges have lowered their

standards to accommodate students that are not ready for college and should have never

been admitted. According to Attewell (2006), “In recent years, such arguments have

encouraged several states to remove developmental or remedial courses from their public

four-year universities and to redirect students in need of remediation into community

colleges. Others against the idea of remedial classes argue that “students get bogged down

taking multiple remedial courses, leading many to give up and drop out” (Attewell, 2006).

There are many opposite views that maintain that “developmental education is a

necessary component of higher education, one with deep historical roots” (Attewell, 2006).

Supporters of college remediation draw attention to the fact that students of color, poverty,

and diverse background would be less likely to receive a bachelor’s degree if remedial courses

removed. The supporters of remediation also argue that there is no true definition of what

constitutes college level work. This could vary from institution to institution leaving a varying

range of qualifying for remedial classes.

Factors Contributing to Lack of College and Career Readiness

Mueller and Gonzali-Lee examined reasons that contribute to the lack of college and

career readiness. They referenced three areas: “academic preparedness, expected attitudes

and behaviors, and college and career knowledge” (Mueller & Gonzali-Lee, 2013). The

amount of remedial courses being taken is a large indicator of a lack of academic


preparedness in high school students entering postsecondary education. “As the rates of

students needing to take remedial courses suggest, we have been more successful at getting

students enrolled in college then preparing them adequately for college level coursework.

The literature on college readiness indicates that there is a high school diploma-college

readiness gap” (Mueller & Gonzali-Lee, 2013). In a nutshell, coursework and exams required

at the high school level do not coincide with their counterparts at the postsecondary level.

Other factors noted to contribute to this gap are, “P-12 and postsecondary expectations are

disconnected, college preparation in high school has emphasized courses taken, limited rigor

of high school coursework, traditional readiness assessments may not measure college

readiness sufficiently, and the lack of accountability for college readiness and success”

(Mueller & Gonzali-Lee, 2013).

Next on Mueller and Gonzali-Lee’s list of factors is the lack of expected attitudes and

behaviors. “Lack of college-going culture is the school or in students’ peer groups or friends

can diminish academic motivation and perseverance, and ultimately academic attainment”

(Mueller & Gonzali-Lee, 2013). People of influence in students’ lives can also affect students’

overall self-esteem and goals. This particular contributing factor is difficult, as educators have

a hard time helping students to overcome this personal obstacle.

Finally, the lack of college and career knowledge has also shown effects on college and

career readiness. There are lots of individual factors that subsidize this singular problem area.

Mueller and Gonzali-Lee (2013) state that, “Low-income students and students of color may

have less access to college preparatory courses because they are not offered at the schools


they attend, they are not guided or encouraged to take these courses, or they are not

prepared for them.” Undisputed is the fact that students’ families have a direct impact on the

student’s overall college and career readiness. This impact, of course, varies from student to

student. “First-generation college-going students and their families, and immigrant students

and families, may be unaware of the steps to take in planning and applying for college, and

how to complete these steps” (Mueller & Gonzali-Lee, 2013). On top of this, these types of

students are often unaware of the cost of postsecondary education and the financial aid

opportunities that are available to them.

Strategies for Improving Student Academic Preparedness

McAlister and Mevs highlighted these three strategies for improving academic

preparedness, “Align standards, curricula, and assessment to college-ready expectations; use

data to drive college readiness policies; Intervene early to keep students on a college-ready

track” (McAlister & Mevs, 2012). This closely relates to the ever-hot topic of Common Core

State Standards where states are attempting to further align their standards more closely to

the rigor experienced in postsecondary courses. According to McAlister and Mevs (2012),

“The standards are meant to be rigorous measures of real-world skills and knowledge.

Second, the standards strive to measure key cognitive strategies that students can apply

across subject areas, including the ability to form a logical, coherent argument; conduct

research; and analyze various forms of media.” Implementing standards such as these will

make for a tough transition, but they ultimately help to better prepare students for

postsecondary education.


College and Career Readiness is a part of the MSIP-5 accountability system and is

important for the accreditation status of each school district. This is important because the

ACT is included as a subset of CCR points given to each school. The state of Missouri requires

all high school juniors to take the ACT when they are juniors in high school.

SCHOOL ACCOUNTABILITY

What is School Accountability?

Figlio (2011) defines school accountability as “the process of evaluating school

performance on the basis of student performance measures.” Accountability is a timely issue,

but it is not a new phenomenon in education. According to Dylan (2010), “There is nothing

new in the idea that results of simple testing procedures could be used to hold students and

their teachers to account.” Figlio 2011, also notes that “accountability is increasingly

prevalent around the world.”

The consequences and rewards of school accountability

School accountability has come to the forefront of political debates and is the focus

school legislation reform acts such as the ESSA. According to Figlio (2011), these

accountability systems “generate explicit or implicit rewards and/or sanctions to schools on

the basis of aggregate student performance on standardized tests.” According to Figlio

(2011), “examples of positive consequences for schools and educators in these systems may

include increased resources or autonomy to spend these resources at the school level; and

bonuses for educators in successful schools.” There also can be negative consequences for

not meeting the standards of the accountability. Accountability systems also frequently


include explicit sanctions for schools not meeting expectations. “Examples of these sanctions

include the withdrawal of autonomy; requiring local education agencies to provide additional

schooling options—either school choice or supplemental services—to students in these

schools; and outright school restructuring or closure (Figlio, 2011). According to Figilo (2011),

several studies, provide evidence that these “consequences appear to translate to improved

student outcomes, suggesting that educators respond to the explicit consequential

incentives.” In the state of Missouri, student achievement on standardized tests such as the

ACT is a part of the MSIP-5 accountability system and is important for the accreditation status

of each school district.

The rationale for school accountability

Accountability initiatives require mandatory standardized tests which are also highly

debated, but “Assessment is a key process in education. It is only through assessment that we

can find out whether instruction has had its intended effect, because even the best-designed

instruction cannot be guaranteed to be effective” (Dylan, 2010). The results from these test

can be used to “help community stakeholders observe school performance”(Figlio, 2011).

STUDENT ACHIEVEMENT

Family Background

There are many different schools of thought on what factors have an effect on student

achievement. “Parental education has been identified as the single strongest correlate of

children's success in school, the number of years they attend school, and their success later in


life”(Egalite, 2016). According to Egalite(2016), “Educated parents enhance their children's

development and human capital by drawing on their own advanced language skills in

communicating with their children.” In this same article, Egalite states that educated parents

are more likely to consider the quality of schools, consider teacher quality, and attend parent

teacher conferences to encourage their children. According to Egalite(2016), “Highly

educated parents can also use their social capital to promote their children's development.”

Surrounding students in a “social network of well-educated individuals socializes children to

expect that they too will attain high levels of academic success” (Egalite, 2016).

Family Income

Family income may also have an effect on student achievement. Parents with greater

financial resources typically “identify and reside in communities with higher-quality schools”

(Egalite, 2016). Affluent parents also “use resources to ensure that their children have access

to a full range of extracurricular activities at school and in the community” (Egalite, 2016). The

article goes on to state that parents who are struggling economically typically spend less time

checking their students homework, or help their kids plan for college because they are most

likely working multiple jobs or inconvenient shifts. This makes it more difficult to provide

“activities and experiences that are known to promote brain development” (Egalite, 2016).


Parental Incarceration and Family Structure

Parental Incarceration

According to Egalite(2016), “The emotional strain of a parent's incarceration can also

take its toll on a child's achievement in school.” Studies suggest that the graduation rate for

students’ with incarcerated parents is 50% lower than that of a student’s parents that does

not have an incarcerated parent.

Family Structure

“Family structures have become more diverse in recent years, and living arrangements

have grown increasingly complex” (Egalite, 2016). Two-parent homes are vanishing among

the poor which can have serious implications for a child's well-being and school success.

According to Egalite (2016), “evidence also documents significant negative effects of a

father's absence on children's educational attainment and social and emotional development,

leading to increases in antisocial behavior. These effects are largest for boys.”

Professional Development Effect on Student Achievement

Harris and Sass (2009) found no positive effects of in-service professional

development on the productivity of elementary school teachers but did find evidence at the

middle and high school that prior professional development training has positive effects on

the productivity of math teachers. “These positive effects are primarily due to increased

exposure to content-focused training; other types of in-service coursework, such as


pedagogical training, are not found to enhance teacher productivity” (Harris, 2009).

According to Yoon et al. (2007), professional development can help progress student

achievement if done the correct way. “Professional development affects student

achievement through three steps. First, professional development enhances teacher

knowledge and skills. Second, better knowledge and skills improve classroom teaching.

Third, improved teaching raises student achievement” (Yoon et al., 2007). They go on to

suggest that if any one of these three links are weak, then an improved student learning

environment will not be achieved.


CHAPTER THREE:

RESEARCH DESIGN AND METHODOLOGY

Problem and Purposes Overview




internationally competitive” (EdWeek). Many educators of all levels are concerned that high

school graduates are not entering college with the skills they need complete college level

work. “This concern for students’ college preparation is not without reason” (Tierney, 2014).




credit-bearing courses, investigating college readiness is increasingly important”(Tierney

2014).

By conducting this study, it is the researcher’s hope to show if there is a relationship

between the average ACT composite score when considering schools that offer an ACT prep

course and those that do not. This is important because student achievement, namely college

and career readiness, plays a major role in a district’s accreditation through Missouri’s MSIP

5.


Field Study Methods

An ANOVA was performed during this study to determine if there is a relationship

between the average ACT composite score and the ACT preparatory courses offered and the

advanced level English courses offered. If there is a statistically significant difference between

schools with ACT preparatory courses and advanced level English courses, then suggestions

that inform districts’ policy decisions will be made. The researcher chose to use an ANOVA-

test because it allowed them to analyze the independent effects of each variable in order to

determine whether or not that relationship is significant.

The ANOVA test was conducted to compare each school building’s average ACT

composite score and compare those relationships with if the school offers an ACT prep

course or not.

Variables used in the study.

Independent and dependent variables were used for both research questions in this study.

Independent Variable: For research question one, the independent variable was if the school

building offered an ACT prep course or not. The variable is what is defined as a dichotomous

variable and the data is quantified as either a “yes” or “no” question.


Dependent Variable: For both research questions, the dependent variable was the ACT

composite score for each public, high school that reported to the Missouri Department of

education in the study for the 2014-2015 school year.

RESEARCH QUESTIONS AND NULL HYPOTHESES

RESEARCH QUESTIONS

RQ1: Is there a significant difference in the 2015 average ACT composite scores in

Missouri public school districts school districts when considering schools that offer an ACT

prep course and those that do not?

NULL HYPOTHESES

There is NO significant difference in the 2015 average ACT composite scores in

Missouri public school districts school districts when considering the schools that offer an ACT

prep course and those that do not?

STUDY GROUP

The study group consisted of all Missouri public schools that reported average ACT

composite scores for the 2014-2015 school year on the Missouri Department of Elementary

and Secondary Education (MODESE) website. This group consisted of 434 schools of diverse

size and geographical locations across the state of Missouri.


DATA COLLECTION AND INSTRUMENTATION UTILIZED

Archived data from the 2014-2015 school year regarding the average Act composite

score was retrieved from the Missouri Department of Elementary and Secondary Education

(MODESE) website to use in this study. The data about each individual school district

DATA ANALYSIS STRATEGIES

Using Microsoft Excel© spreadsheet software, a spreadsheet was created to organize

data retrieved from the MODESE website and survey responses. All statistical calculations

were performed within the Microsoft Excel© spreadsheet using EZAnalyze software.

For research question one, a test was used to determine if there is there a significant

difference in the 2015 average ACT composite scores in Missouri public school districts school

districts when considering schools that offer and ACT prep course and those that do not. For

this study, an alpha level of 0.05 was set to determine if there was a statistically significant

difference between the average ACT composite scores when considering if the school offers

an ACT prep course (Kranzler, 2010).

RQ2: What are the descriptive statistics of the study?

Research question two will attempt to identify the descriptive statistics of the study.

(See Figures 1, 2, 4, 5,)


CHAPTER FOUR:

PRESENTATION OF THE DATA ANALYSIS, FINDINGS AND INTERPRETATIONS

Overview

The purpose of this study is to add to the body of knowledge and research about

improving student achievement. By conducting this study, it is the researcher’ hope to

determine whether schools that offer ACT specific prep courses increase student

achievement on the ACT test. This is important because student achievement, specifically

college and career readiness plays a major role in a district’s accreditation through the

Missouri Department of Education and Secondary Education (DESE).

Review of Research Design

An ANOVA test was performed during this study to determine if there was a

relationship between the average ACT composite score and if ACT prep courses are offered. If

there is a statistically significant difference between schools that offer ACT prep courses and

those that do not, then, suggestions that inform district's’ policy decisions will be made. The

researcher chooses to use an ANOVA because an ANOVA allows for relationships to be tested

in order to determine whether or not that there is a significant difference. The first test was

conducted to determine if there was a significant difference in each district’s average ACT

composite score a between those that offer a semester long ACT prep course and those that

do not.


Presentation of Data Analysis, Findings & Interpretations

Results for Research Question One

RQ1: Is there a significant difference in the 2015 average ACT composite scores in Missouri

public school districts school districts when considering schools that offer an ACT prep course

and those that do not?

Research question one inquires whether there is a difference in the average ACT composite

score when considering schools that offer an ACT prep course and those that do not?

Table 1 gives the ANOVA results of our findings. There were 84 school buildings that

responded to the email survey.


Table 1 Summary of ANOVA results for the average ACT composite scores when comparing schools that offer an ACT prep and those that do not.

Number of Schools Group Mean Standard Deviation

Schools that offer ACT Prep Classes(YES)

44 20.86 1.862

Schools that do not offer ACT Prep Courses(NO)

40 21.35 1.173

P Value .161

Eta Squared .024

The ANOVA results indicate that none of the groups differed significantly

Figure 1

Summary of ANOVA results for the average ACT composite score when comparing schools that

offer an ACT prep course those that do not.

21.350

20.864

20.000

20.200

20.400

20.600

20.800

21.000

21.200

21.400

21.600

Schools that do not an ACT Prep Schools that offer an ACT Prep

Me

an o

f A

CT

Co

mp

osi

te

Sco

re

Difference of ACT Composite Score by schools that offer an ACT Prep course and

those that do not offer;n=84


Summary for Research Question One

Based on the ANOVA-test of mean differences and ETA-squared findings, there is no

statistically significant difference between the average ACT composite score when comparing schools

that offer an ACT prep and those that do not offer a predatory course (Kranzler, 2010). Alpha level

was set by the researcher at 0.05. Since the observed P-value of .161 were less than alpha, the

researcher accepted the null hypothesis that there is no significant difference in the 2015 average

ACT composite scores in Missouri public school districts school districts when considering the schools

that offer and ACT prep course and those that do not?

Results for Research Question Two

RQ2: What are the descriptive statistics of the study?

Table 3 gives the descriptive statistics summary of our findings. There were 84 school

buildings that responded to the email survey.

Summary of descriptive statistics for the average ACT composite score by those schools that

offer an ACT prep course and those that do not.


Table 2

Schools that offer ACT Prep

(Group 1 Yes)

School that do not offer ACT Prep

(Group 2 No)

Mean 20.86 21.35

Standard Deviation 1.862 1.173

N 44 40

Median 21.1 21.0

Mode 22.60 20.3

Range 6.00 9.7

Minimum Value 18.00 16.0

Maximum Value 24.00 25.7


CHAPTER FIVE:

CONCLUSIONS, IMPLICATIONS, AND NEW LEARNING

Overview

The purpose of the study was to determine if there was a statistically significant

difference in the 2015 average ACT composite score when comparing schools that offer an

ACT prep course and those that do not.

Discussion of Findings

Results of this study indicated that there is not a statistically significant difference in

the 2015 average ACT composite score when comparing Missouri public schools that offer an

ACT prep course and those that do not at the alpha level of 0.05. Based on the P-value of

0.161, the researcher accepts the null hypothesis that there is no significant difference in

Missouri’s 2015 public school building average ACT composite scores when comparing

schools that offer an ACT prep course and those that do not.

The research has been divided about the effect of test preparation on student

achievement. The researcher recommends that more research be conducted in the field of

student achievement and test preparation.


Conclusions

Conclusions and Implications and New Learning

There is a not a relationship between schools that offer average ACT composite scores

when comparing schools that offer an ACT prep course and those that do not.

Implications for Practitioners.

This information should be used to create policy decisions in regards to course

offerings in regard to standardized test preparation. Since there was not a significant

difference in the average ACT composite scores when comparing schools that offer an ACT

prep course and those that do not, it would be wise not to invest heavily in ACT prep courses.

Recommendations for Future Research.

Future research and analysis should be conducted about the effects of test

preparation and student achievement. Research determining how long the ACT prep courses

have been in place in each individual school building would be pertinent to the research

findings.

Sample Size/Time/Population

The researcher recommends analyzing data from all public high schools in Missouri to

conduct a completely comprehensive study. This study only accounted for roughly 84 out of


454 public schools, which is roughly 18% of all public schools. Furthermore, the researcher

also suggests analyzing data from multiple years to detect if a trend is evident.

Summary

The researcher found that there is a no relationship between student achievement in

school districts when considering districts schools that offer an ACT prep course and those

that do not. This research study could be used by stakeholders could use this information to

course offerings to improve student achievement.

Future research and analysis should be conducted about the effects of test

preparation and student achievement and curriculum offerings. Research determining how

long the ACT prep courses have been in place in each individual school building would be

pertinent to the research findings.


References

Attewell, P., Lavin, D., Domina, T., & Levey, T. (2006). New evidence on college remediation.

The Journal of Higher Education, 77(5), 886-924. doi:10.1353/jhe.2006.0037

Boyd, D. J., Grossman, P. L., Lankford, H., Loeb, S., & Wyckoff, J. (2009). Teacher preparation

and student achievement. Educational Evaluation and Policy Analysis, 31(4), 416-440.

doi:10.3102/0162373709353129

Byun, S., Irvin, M. J., & Bell, B. A. (2015). Advanced Math Course Taking: Effects on Math

Achievement and College Enrollment. Journal of Experimental Education, 83(4), 439–

468. http://doi.org/10.1080/00220973.2014.919570

Darling-Hammond, L., Pittenger, L., Wilhoit, G. (2014). Accountability for college and career

readiness: developing a new paradigm. Stanford, CA: Stanford Center for Opportunity

Policy in Education.

Definitions for school report card pages (2015). Missouri Department of Elementary and

Secondary Education, Jefferson City. Retrieved April 17, 2016, from

http://dese.mo.gov/data-system-management/definitions-school-report-card-pages

Editorial projects in education research center. (2004, August 3). Issues A-Z:

Accountability. Education Week. Retrieved April 17, 2016 from

http://www.edweek.org/ew/issues/accountability/

Egalite, Anna J. "How family background influences student achievement: can schools narrow

the gap?" Education Next 16.2 (2016): 70+. Opposing Viewpoints in Context. Web. 27

Oct. 2016.

Every student succeeds act (ESSA). Retrieved from http://www.ed.gov/essa?src=rn

Figlio, D., & Loeb, S. (2011). School accountability. Handbook of the Economics of Education,

3(8), 383-417.

Klein, Alyson. (2015, April 10). No child left behind: an overview. Retrieved from

http://www.edweek.org/ew/section/multimedia/no-child-left-behind-overview-

definition-summary.html

http://www.edweek.org/ew/issues/accountability/


Kranzler, J.H. (2011). Statistics for the terrified (5th ed). Upper Saddle River, New Jersey:

Pearson Education.

McAlister, S., & Mevs, P. (2012). College Readiness: A Guide to the Field. Annenberg Institute

for School Reform at Brown University (NJ1).

Mueller, Dan, and Edith Gozali-Lee. "College and career readiness."

Qiu, X., & Wu, S. (2011;2010;). Global and local regression analysis of factors of american

college test (ACT) score for public high schools in the state of missouri. Annals of the

Association of American Geographers, 101(1), 63-83.

doi:10.1080/00045608.2010.518020

Standardized test. (2016, March 10). In Wikipedia, The Free Encyclopedia. Retrieved April 17,

2016,

from https://en.wikipedia.org/w/index.php?title=Standardized_test&oldid=70940849

4

Tierney, W. G., & Sablan, J. R. (2014). Examining college readiness. American Behavioral

Scientist, 58(8), 943-946. doi:10.1177/0002764213515228

WILIAM, D. (2010). Standardized testing and school accountability. Educational

Psychologist, 45(2), 107-122. doi:10.1080/00461521003703060

Yoon, K. S., Duncan, T., Lee, S. W. Y., Scarloss, B., & Shapley, K. L. (2007). Reviewing the

Evidence on How Teacher Professional Development Affects Student Achievement.

Issues & Answers. REL 2007-No. 033. Regional Educational Laboratory Southwest

(NJ1).

a university in missouri, college in missouri - analysis of … · 2017. 1. 24. · the literature...

Documents