Degree Name
EdD (Doctor of Education)
Program
Educational Leadership
Date of Award
5-2013
Committee Chair or Co-Chairs
Virginia Foley
Committee Members
William Flora, Donald Good, Karin Keith
Abstract
This study was conducted to see if a difference exists in the language arts proficiency levels of 2,080 fourth grade students with regard to gender, ethnicity, and socioeconomic status from 2010 through 2012 on the Tennessee Comprehensive Assessment Program. Specifically, this study considered the possibility that a difference existed in language arts proficiency levels between males and females.
A quantitative study was used to find differences in the language arts proficiency levels from 2010 through 2012 for males and females in the fourth grade in an upper East Tennessee urban school system. A quasi-experimental design was selected because preexisting data were collected on 2,080 fourth grade students enrolled and assessed in 2010, 2011, and 2012 in an upper East Tennessee school system. The language arts proficiency levels from the Tennessee Comprehensive Assessment Program (TCAP) were collected for each of the students in the study.
This study found a significant difference in the language arts proficiency levels with regard to gender, socioeconomic status, and ethnicity on the Tennessee Comprehensive Assessment Program from 2010 through 2012 for 2,080 fourth grade students in an upper East Tennessee School district. In general males and females tended to score in the basic and below basic proficiency levels. White males and females generally scored in the proficient and advanced levels while males and females from the other ethnic groups scored in the below basic and basic levels. Students who received free or reduced lunch benefits scored at the below basic and basic levels of proficiency regardless of gender. Students who did not receive the same benefits were generally proficient or advanced on the language arts portion of the TCAP. White students as a group generally scored higher than students from other ethnic groups. Students who received free and reduced lunch benefits generally received lower proficiency scores than their peers who did not receive the same benefits.
Document Type
Dissertation - unrestricted
Recommended Citation
Davis, Paula C., "Language Arts Achievement of Fourth Grade Students with Regard to Gender, Ethnicity, and Socioeconomic Status" (2013). Electronic Theses and Dissertations. Paper 1135. https://dc.etsu.edu/etd/1135
Copyright
Copyright by the authors.
Included in
Educational Assessment, Evaluation, and Research Commons, Elementary Education and Teaching Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons