Title
Identifying the Impact of Universal College Testing on State Academic Testing at the Eleventh Grade
Date of Award
6-1-2014
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Educational Leadership
First Advisor
Dr. Kay A. Keiser
Abstract
The purpose of this study was to determine the effect of the Universal American College Test (ACT) administration as part of a required high school assessment program on eleventh-grade students’ achievement on state level assessments. The study focused on four groups of eleventh-grade students. The first group, eleventh-graders who scored met on the 2010 NeSA Reading assessment and did not participate in the district implementation of the Universal ACT but took the 2010 ACT (n = 103). The second group, eleventh-graders who scored exceed on the 2010 NeSA Reading assessment and did not participate in the district implementation of the Universal ACT but took the 2010 ACT (n = 35). The third group, 2013 eleventh-graders who scored met on the 2013 NeSA Reading assessment and did participate in the district implementation of the 2013 Universal ACT (n = 108). The fourth group, 2013 eleventh-graders who scored exceed on the 2013 NeSA Reading assessment and did participate in the district implementation of the 2013 Universal ACT (n = 58). Overall, the results of this study suggest that Universal ACT administration does not significantly impact results on state level assessments, results obtained for students who met or exceeded state assessment expectations did not change after implementation of Universal ACT administration.
Recommended Citation
Thompson-Gibbs, Kristi N., "Identifying the Impact of Universal College Testing on State Academic Testing at the Eleventh Grade" (2014). Student Work. 3601.
https://digitalcommons.unomaha.edu/studentwork/3601
Comments
A Dissertation Presented to the Faculty of the Graduate College of the University of Nebraska for the Requirements of the Degree Doctor of Education. Copyright 2014 Kristi N. Thompson-Gibbs.