Date of Award

2011

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

John W. Hill

Second Advisor

Kay A. Keiser

Third Advisor

Peter J. Smith

Abstract

A significant difference was found for youth at risk who refused the pre-eighth-grade summer academic enrichment program pretest-posttest comparisons for total reading (t (19) = 2.05, p = .05 (one-tailed), d = 0.473 but not for reading vocabulary t (19) = 1.58, p = .07 (one-tailed), d = 0.351, and reading comprehension t (19) = 1.65, p = .06 (one-tailed), d = 0.392, also where all test scores were in the direction of improvement. No posttest-posttest Analysis of Variance difference was observed for between groups reading achievement test score comparisons. A pattern of significant language test score improvement was found for students at risk who completed a pre-eighth-grade summer academic enrichment program for language expression t (19) = 2.30, p = .02 (one-tailed), d = 0.507 and total language (t (19) = 2.05, p = .05 (one-tailed), d = 0.473 but not for language mechanics t (19) = 0.36, p = .36 (one-tailed), d = 0.080 and students at risk who refused a pre-eighth-grade summer academic enrichment program language expression t (19) = 2.70, p = .01 (one-tailed), d = 0.624 and total language ( t (19) = 1.95, p < .05 (one-tailed), d = 0.432 but not language mechanics t (19) = 0.88, p = .19 (one-tailed), d = 0.209. A similar pattern of improvement was also observed for the math score of students who completed the pre-eighth-grade summer academic enrichment program math computation t (19) = 0.03, p = .49 (one-tailed), d = 0.007, math concepts and applications t (19) = 2.74, p = .01 (one-tailed), d = 0.605, and total math (t (19) = 1.97, p < .05 (one-tailed), d = 0.428 but not for students who refused the pre-eighth-grade summer academic enrichment program math computation t (19) = -0.094, p = .34 (one-tailed), d = -0.094, math concepts and applications t (19) = 1.35, p = .10 (one-tailed), d = 0.321, and total math (t (19) = 0.13, p = .13 (one-tailed), d = 0.029. Equipoise observed for all average range reading, language, and math posttest-posttest Analysis of Variance comparisons suggests that participation in a school-wide, school year long, ownership, mastery, and grading initiative, rather than summer school completion or refusal, contributed equally to the improved achievement test scores over time for both groups. Classroom grades where both higher and lower at posttest and for the most part were also observed within the average range. Posttest writing scores improved significantly over time for students in both groups with no posttest between group Analysis of Variance difference found. Athletic and activities cumulative participation frequencies were commendably robust with no difference observed for the two groups over a two-year period. Finally, absence behavior frequencies were in the direction of improvement for students who completed the summer program while tardies and discipline frequencies for students identified as at risk were observed in the direction of significantly higher posttest absences and tardies measures. Study results suggest continuation of the program initiative for the research school's middle school students.

Comments

Department formerly called Educational Administration and Supervision.

A Dissertation Presented to the Faculty of The Graduate College of the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Doctor of Education In Educational Administration.

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