dc.contributor.author	Warren-Williams, Tiffanie Shiver
dc.coverage.spatial	Central and North America--United States--Georgia	en_US
dc.coverage.temporal	2009-2014	en_US
dc.date.accessioned	2017-08-07T17:34:06Z
dc.date.available	2017-08-07T17:34:06Z
dc.date.issued	2017-08
dc.identifier.other	E9F95330-9381-7999-47AA-F09426C36C0B	UUID
dc.identifier.uri	http://hdl.handle.net/10428/2880
dc.description.abstract	The purpose of this study was to examine mathematics achievement for African American students from Grades 3 through 8 for two county school districts and two city school districts over the years 2009 to 2014 in order to determine the trend of mathematics achievement of African American students and to examine achievement gaps between African American students and Caucasian students over that time period. Data from City School District A and County School District A as well as City School District B and County School District B from 2009 to 2014 were analyzed to achieve the purpose of the study. These analyses also provided data for considering the effect of the No Child Left Behind national education legislation on mathematics achievement. A quantitative, non-experimental approach was used to assess the changes in performance in both City School Districts and County School Districts in reference to African American and Caucasian students’ academic progress and achievement in mathematics after the enactment of NCLB. There was a comparison of City School Districts’ academic performance to County School Districts’ academic performance, in addition to a comparison of African American students’ academic performance to Caucasian students’ academic performance within each school district and between the pairs of school districts. Results of chi-square tests showed that a statistically significant achievement gap existed between African American and Caucasian students in all four systems from 2009 to 2014, though passing rates did improve. In all four school districts, the percentage of African American students meeting or exceeding the passing score increased in Grades 3, 4, and 5. Three of the four districts showed increased passing percentages for Grades 6 and 8, and two of the four districts showed increases over the time period for Grade 7. When compared to Caucasian students, statistically significantly lower passing percentages for African American students were identified in 124 out of 144 comparisons over the 6 years of the study. Comparisons between city and county school districts in the same geographic area were similar, and African American students’ passing percentages were generally higher in county systems than in city systems. Mathematics achievement did improve after the enactment of NCLB; however, achievement gaps still existed.	en_US
dc.description.tableofcontents	I. INTRODUCTION 1 \| Overview of Pertinent Legislation 2 High-Stakes Standardized Assessments 7 \| National testing 7 \| High-stakes testing in Georgia 9 \| Achievement Gap and Factors Affecting the Gap 10 \| Definition and context 10 \| The achievement gap and African Americans 11 \| Statement of the Problem 12 \| Purpose of the Study 15 \| Research Questions 17 Definition of Key Terms 18 \| Framework and Design 20 Significance of Study 24 Limitations 26 Assumptions 26 \| Summary 27 \| II REVIEW OF LITERATURE 29 \| Brief History of Education in America 29 \| No Child Left Behind Act of 2001 (NCLB) 35 Math Education Reform 44 The Impact of High-Stakes Standardized Assessments 51 \| Georgia’s High-Stakes Test Compared to the Nation’s Test 54 The Impact of Socioeconomics on the Achievement Gap 56 The Inequalities of African Americans’ Education 59 Summary 62 \| III METHODOLOGY 64 Research Questions 64 Research Design 65 Sample Selection 66 Instrumentation 68 Validity and Reliability 70 Data Collection and Analysis 72 \| IV RESULTS 74 \| Data Analysis 75 \| Research Question 1 75 \| Research Question 2 81 \| Research Question 2a 89 \| Research Question 2b 89 \| Research Question 2c 90 \| Research Question 2d 91 \| Research Question 2e ...97 \| Research Question 2f .. 98 \| Research Question 2g 99 Research Question 2h99 V. CONCLUSION 103 Overview of the Study 103 Review of Literature...107 Methodology 111 Summary of the Results113 Research Question 1113 Research Question 2a-d..114 Research Question 2e-h..115 Discussion of the Results..118 Relationship of the current study and prior research..118 Implications for practice 121 Limitations 122 Applications and recommendations 122 Recommendation for future research 123 Conclusion 124 REFERENCES 127 APPENDIX: Institutional Review Board Approval 140	en_US
dc.language.iso	en_US	en_US
dc.subject	African American students	en_US
dc.subject	Mathematics	en_US
dc.subject	United States. No Child Left Behind Act of 2001	en_US
dc.subject	Education--United States--Georgia	en_US
dc.subject	Achievement gap, research, practice, and policy	en_US
dc.title	Mathematics Achievement of African American Students in Georgia from 2009-2014 after the Enactment of NCLB: A Comparison of Two City and County School Systems	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Curriculum, Leadership, and Technology	en_US
dc.description.advisor	Martin, Ellice P.
dc.description.committee	Hsiao, E-Ling
dc.description.committee	Leech, Donald W.
dc.description.committee	Trowell, Sandra D.
dc.description.degree	Ed.D.	en_US
dc.description.major	Curriculum and Instruction	en_US