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.

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

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