Date of Award
11-1-2013
Document Type
Dissertation
Degree Name
Doctor of Education (Ded)
Department
Educational Leadership
First Advisor
Dr. Peter J. Smith
Second Advisor
Dr. Jeanne L. Surface
Third Advisor
Dr. Neal F. Grandgenett
Abstract
The purpose of this study is to determine whether or not students who had participated in a High Ability Learning Program performed at higher levels on a variety of achievement tests and overall grade point averages in the 12th grade than students who did not participate in the High Ability Learning Program. The data analyzed for this study included NeSA Reading, Math and Science scores, ACT scores, overall grade point averages, advanced placement grade point averages, and advanced placement participation frequencies. All participants in this study had ability scores within the 109 to 121 range. The results of the study indicate that there is not a difference in the achievement of the students in daily academic performance as measured by grade point averages and advanced placement participation and achievement. There is, however, a significant difference between students' performance on standardized tests. Overall, students who were selected for the High Ability Learning Program performed at a higher level than students who were not selected for the program. This raises questions of the reason behind the difference in achievement. It also calls for an examination of the types of programming that are offered to High Ability students.
Recommended Citation
Fitzgerald, Elizabeth A., "Evaluating the achievement of students who did or did not participate in a high ability learning program" (2013). Student Work. 3483.
https://digitalcommons.unomaha.edu/studentwork/3483
Comments
A Dissertation Presented to the Faculty of the Graduate College at the University of Nebraska in Partial Fulfillment of Requirements for the Degree of Doctor of Education. Copyright 2013 Elizabeth A. Fitzgerald