A Study of Associations between Third Grade Tennessee Comprehensive Assessment Program Scores and Subsequent Scores in a Rural Tennessee School District
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| Title: | A Study of Associations between Third Grade Tennessee Comprehensive Assessment Program Scores and Subsequent Scores in a Rural Tennessee School District |
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| Language: | English |
| Authors: | David Cloud |
| Source: | ProQuest LLC. 2005D.Ed. Dissertation, East Tennessee State University. |
| Availability: | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Peer Reviewed: | N |
| Page Count: | 94 |
| Publication Date: | 2005 |
| Document Type: | Dissertations/Theses - Doctoral Dissertations |
| Education Level: | Early Childhood Education Elementary Education Grade 3 Primary Education Grade 4 Intermediate Grades Grade 5 Middle Schools Grade 6 Grade 7 Junior High Schools Secondary Education Grade 8 |
| Descriptors: | Achievement Tests, Grade 3, Elementary School Students, Instructional Program Divisions, Gender Differences, Socioeconomic Status, Scores, Reading Tests, Language Arts, Mathematics Tests, Grade 4, Grade 5, Grade 6, Grade 7, Grade 8, Middle School Students, Rural Schools |
| Geographic Terms: | Tennessee |
| Assessment and Survey Identifiers: | Tennessee Comprehensive Assessment Program |
| ISBN: | 979-86-912039-4-7 |
| Abstract: | This study was designed to examine the associations and differences that exist in the NCE scores of students on the "Terranova" portion of the Tennessee Comprehensive Exam, as well as the possible influence of variables such as initial scores, grade level, gender, and free or reduced lunch status. The population consisted of a stable group of 49 students enrolled in a rural Tennessee school district reported to have taken the annual assessment at the same school as they progressed from 3rd to 8th grade during the 1999 to 2004 school years. The study focused on the performance of students over a six-year period. The analysis focused on eight research questions. The independent variables for the study were gender, socioeconomic status and grade level (test score reporting year). The dependent variables consisted of "Terranova" value-added scores (NRT) and proficiency scores (CRT) translated to Normal Curve Equivalent (NCE) scores on the Reading / Language Arts and Mathematics portion of the TCAP. A combination of t test for independent samples, examination of effect size utilizing eta square (?2), and an analysis of data to determine correlation coefficient using Pearson's product moment coefficients (r) were used in 50 hypotheses. Statistically significant results were discovered in the following instances: students' 3rd grade Math scores and the same students' 4th, 5th, 6th, 7th, and 8th grade Math scores; 5th, 6th, 7th and 8th grade Reading/Language Arts scores and free/reduced lunch status; 3rd, 4th, 5th, and 6th grade Math scores and free/reduced lunch status; 3rd grade Reading/Language Arts scores and the same students' 3rd, 4th, 5th, 6th, 7th, and 8th grade Math scores; 3rd, 5th, 6th, 7th, and 8th grade Reading/Language Arts scores and student gender; 5th and 6th grade Math scores and student gender; 2002 and 2003 mean gain scores and student gender. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Access URL: | https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:28270198 |
| Accession Number: | ED651141 |
| Database: | ERIC |
| Abstract: | This study was designed to examine the associations and differences that exist in the NCE scores of students on the "Terranova" portion of the Tennessee Comprehensive Exam, as well as the possible influence of variables such as initial scores, grade level, gender, and free or reduced lunch status. The population consisted of a stable group of 49 students enrolled in a rural Tennessee school district reported to have taken the annual assessment at the same school as they progressed from 3rd to 8th grade during the 1999 to 2004 school years. The study focused on the performance of students over a six-year period. The analysis focused on eight research questions. The independent variables for the study were gender, socioeconomic status and grade level (test score reporting year). The dependent variables consisted of "Terranova" value-added scores (NRT) and proficiency scores (CRT) translated to Normal Curve Equivalent (NCE) scores on the Reading / Language Arts and Mathematics portion of the TCAP. A combination of t test for independent samples, examination of effect size utilizing eta square (?2), and an analysis of data to determine correlation coefficient using Pearson's product moment coefficients (r) were used in 50 hypotheses. Statistically significant results were discovered in the following instances: students' 3rd grade Math scores and the same students' 4th, 5th, 6th, 7th, and 8th grade Math scores; 5th, 6th, 7th and 8th grade Reading/Language Arts scores and free/reduced lunch status; 3rd, 4th, 5th, and 6th grade Math scores and free/reduced lunch status; 3rd grade Reading/Language Arts scores and the same students' 3rd, 4th, 5th, 6th, 7th, and 8th grade Math scores; 3rd, 5th, 6th, 7th, and 8th grade Reading/Language Arts scores and student gender; 5th and 6th grade Math scores and student gender; 2002 and 2003 mean gain scores and student gender. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
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| ISBN: | 979-86-912039-4-7 |
